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A Survey of the Needs 



of the 



Michigan State Normal 
Schools 



Prepared for the 

Michigan State Board of Education 




Published by the 

Department of Public Instruction 

June 1922 




Book /\„5 _. 



\^'?^Z 



/ 
A Survey of the Needs 

of the 

MICHIGAN STATE NORMAL 
SCHOOLS , , 



by 

Arthur B. Moehlman 

Director of Statistics and Reference 

Detroit Public Schools 



Prepared at the request of the 
STATE BOARD OF EDUCATION 



19 22 



Foreword 

The State Board of Education has attempted to 
develop and set forth, in this volume, a scientific- 
ally constructed program of the needs of Michigan 
state teacher training institutions for a period of 
years in the belief that such a program, realized 
as the need arises, will be far more economical to 
the state and will result in schools better equipped 
to perform the very important task of training the 
teachers of the children of this and succeeding 
generations. This survey has been based, upon a 
year and one-half of a careful study of actual con- 
ditions. 

A. M. Freeland, President 
Frank Cody, Vice President 
T. E. Johnson, Secretary 
Fred Jeffers 



LIBRAKY OF CONGRESS 
R£C£iV£D 



FEB 2 3 1924 

DOCUMENTS DtVtSlON 



TABLE OF CONTENTS 



Paet I 

Summary of Findings and Recommendations 5 

Pabt II 
Present Conditions 

Chapter I, Education 17 

Chapter II, State Administration of Public Education 19 

Chapter III, History 23 

Chapter IV, Organization of State Normal Schools 26 

Chapter V, Growth of the State Normal Schools 35 

Chapter VI, Sources of Students 41 

Chapter VII, Placement of Graduates 49 

Chapter VIII, The Physical Plant 54 

Chapter IX, The Organization of Classes 83 

Chapter X, Personnel of the Michigan State Normal School Faculties 87 

Chapter XI, Teaching Load 92 

Chapter XII, Costs 95 

Chapter XIII, Salary Conditions 101 

Chapter XIV, Social Conditions 108 

Chapter XV, Intelligence of Students 120 

Chapter XVI, Records 122 

Chapter XVII, Publicity 122 

Part III 
Needs 

Chapter XVIII, Demand for Teachers 123 

Chapter XIX, Production of Teachers 128 

Chapter XX, The Need for Land 130 

Chapter XXI, Plant Requirements of Teacher Training Schools 131 

Chapter XXII, Plant Needs of the Normal Schools 137 

Chapter XXIII, Dormitories 141 

Chapter XXIV, Organization of a State Teachers College 143 

Chapter XXV, Qualifications for Members of a Teachers College Faculty. . . 149 

Chapter XXVI, Salary Schedule for a Teachers College 151 

Chapter XXVII, The Budget 152 

Chapter XXVIII, Classification of College AccdUHrts-.-. 159 

Chapter XXIX, Finance '.\'/l\y. .-. . .V. / ■ : 160 

Chapter XXX, Student Accounting and Records. 161 

Chapter XXXI, Publicity 162 

Chapter XXXII, Classification ^ 102 

Paet IV 

Detailed Statistical Tables lOG 

Supplement 238 

(3) 



Acknowledgments 

This survey of the state normal schools was undertaken on July 
1, 1921 at the request of the State Board of Education. There were 
no funds available so the methods had to be adapted to the means. 
This resulted in a survey conducted largely by the questionnaire 
method and the findings have been based upon the data submitted 
by the presidents of the several institutions from their own records. 
The records in some instances were not so complete in detail as desired 
and the information was difficult to secure. The completion of the 
survey was made possible only through the splendid co-operation of 
Presidents Mc Kenny, Waldo, Warriner, and Kaye, their registrars, 
Messrs. Steimle, Hoejke, Barnes, Miss Bowron, and their faculties. 

The interest taken and help given by S. A. Courtis, Homer 
Anderson, and Arthur L. Weeks of the Detroit Public Schools and 
by Dean A. S. Whitney of the School of Education, University of 
Michigan, has been of great help in the different divisions of this 
report. 

The graphic work was done by H. J. Kaufmann and the detailed 
tabulations were made by C. S. Baxter and Miss Bernice Roe. 

Method 

The method employed in this study was (l) personal inspection and 
(2) questionnaire. Two trips of inspection were made. The first of 
these, before starting the survey, consisted of a general inspection 
of the physical plant and conversations with the president or registrar 
concerning the general needs of the institution. Questionnaires were 
then sent out, together with detailed instructions. The information 
recei^ ed was checked against annual reports and the reports of the 
State Board of Education for verification. It was then tabulated 
and analyzed. A second visit of inspection was made after the survey 
had been completed. 



(4) 



Part I 

Summary of Findings and 
Recommendations 

Present Conditions 

Expenditures for maintenance purposes at the four state normal 
schools have increased from $389,264 in 1910-11 to $1,062,656 in 1920- 
1921, an increase of $673,392 or 173% in the last decade.^ 

At the beginning of this period the normal schools were serving a 
total of 5,938 students in regular and summer sessions. There were 
9,941 at these four schools during the year beginning July 1, 1921, 
which is an increase of 4,003 or 67%. ^ 

In 1910 the four teacher training agencies of the state^ produced 
1,060 teachers. In 1920-21 they produced 1,730 teachers or 730, 
63.2%, more than at the beginning of the decade. 

There has been a teacher shortage in Michigan since 1917-18. 
During 1917-18 and 1918-19 a number of schools were forced to close 
because of teacher scarcity. Emergency measures were taken and 
these places filled either by teachers from other states or by the limited 
certification of people with less than normal training. This teacher 
shortage while nationally no longer acute is still a grave problem. At 
present the total shortage for the country as a whole, including teachers 
below standard, is approximately 100,000.^ 

The 1921 legislature enacted a very comprehensive educational pro- 
gram.^ For this it deserves the thanks of the state. Among the 
laws is one becoming effective in 1925, which requires at least one year 
of professional training before any person can qualify as a teacher.® 
This is in line with the action of other states in providing for better 
trained teachers. This means that many who heretofore have quali- 
fied on the basis of short term institutes must in the future spend at 
least a year at the normal training schools. 

The 1920-21 production of teachers by the University of Michigan, 
the four normal schools, the Detroit Teachers College and the Michigan 
Agricultural College was 1,730.'^ 

1 — See Part II, Chapter XII. 

2 — See Part II, Chapter V. 

3 — Includes University of Michigan, the State Normal Schools, Detroit Teachers ^oUege and 

Michigan Agricultural College. 
* — N. E. A. Bulletin, February 1920. 

• — For summary see Detroit Educational Bulletin, Vol. 4, No. 10. 
•—See Public Acts of 1921, No. 186 pp. 368-372. 
T — See Part III Chapter XIX. 

(5) 



6 State Normal Schools 

This production must be increased by 81% to meet the demand if the 
public schools are to be supplied by 1930. The 1920-21 product of 
the four normal schools totaled 1,252. These schools will be required 
to graduate 2,255 teachers, the 1930 requirements. This will be 
80.1% more than in 1920-21. 

The 1920-21 registration at the four normal schools was 3,175.^ 
The probable 1930 registration will be 7,000, ^ an increase of 3,825 or 
124%.^ 

By 1930 the school population* of the state of Michigan will be ap- 
proximately 1,363,468. The average per cent of the school population 
attending school since 1870 is 72 and it is therefore reasonable to as- 
sume conservatively that 981,696 children will be attending school in 
1930. The better operation of the compulsory attendance law, the 
application of the continuation law, and the changing character of the 
schools themselves, will probably tend to increase this ratio. 

In general, 88% or 863,892 of these children will be attending public 
schools.^ 

The Problem 

The yearly demand for new teachers in Michigan in 1930 will be 
3,132. This is 1,003 or 80.1% more than the total 1920-21 product. 
This means that the present registration in teacher training centers 
must double in nine years in order that 3,132 teachers may be produced 
in 1930. 

The doubling in size of the state normal schools by 1930 presupposes 
that during this time expenditures for these institutions will also double 
both for maintenance and for buildings or capital outlay. If this is 
true it means that the state would be required to expend at an annual 
increasing rate for maintenance up to $12,500,000 in 1930, and approx- 
imately $10,000,000 for buildings and land at present prices. 

In view of this large probable expenditure it is necessary to analyze 
present conditions carefully in order that a fact-built program for the 
teacher training institutions may be developed for this decade. 

The Future Program 

Expenditures for teacher training must continue to increase during 
the remainder of the decade because the demand for teachers is 80% 
greater than the supply of the present institutions.^ 

1— See Part III Chapter XIX. 
2— See Part III Chapter XIX. 
3 — Difference between increase in registration and in graduates is due to mortality and gradua 

development into four year college. This expected registration will be 77 % greater than 

the current (Fall term 1921) registration of 3945. 
* — School census includes all children between ages of 5 and 20 years. 
6— See Part III Chapter XVIII. 



Survey of Needs 7 

Cause of Expenditure Increase 

This difference between the growth of the normal institutions and 
the maintenance expenditure increase is due (1) to increased costs 
generally and (2) to salary increases specifically. Since practically 
70% of the maintenance budget is devoted to faculty salaries, it is ap- 
parent that any change in this item will immediately raise the general 
level of expenditures.^ 

Salary increases have been made in an attempt to keep pace with the 
cost of living, but without much thought of setting up a scale of proper 
rewards for the high character of professional service required. ^ Dur- 
ing this last period the cost of living for the country as a whole, using 
1914 as a base, rose to 104% in July 1920 and then began to decline 
until it reached approximately 60% in July 1921. 

The median salary was increased from $1,429 to $2,347 or 64.3%. 

While the cost of living rose 104%, the salaries of normal instructors, 
very meagre as early as 1913-14, were increased approximately 60%, 
or only little better than half the living cost increase, and consider- 
ably less than the salary increases given high school teachers in the 
larger cities. 

It is then apparent that the increase in maintenance expenditures 
for the normal training schools during the last decade was not only 
justified but is actually smaller than it would have been if the value of 
the teachers' service had been fully recognized by the state. 

The Demand for Teachers 

The demand for teachers since 1911-12 has increased faster in pro- 
portion than pupils. This is due to better organization and better 
adjustment of the pupil-teacher ratio. Assuming a 25 pupil-teacher 
ratio, the total number of teachers required by the public schools of 
Michigan in 1930 would be approximately 36,706, or 95% more than 
than in 1911-12. 

Teachers in service grow old and retire of their own free will or die. 
Many of the younger ones marry and many of the men are forced to 
seek more lucrative fields. Approximately six per cent of the teachers 
in service must be replaced annually. The total number of new 
teachers required by the public schools of Michigan in 1930 will be 
approximately 3,132. This does not take into consideration the prob- 
able demand for non-public school teachers who must qualify under 
the new law.^ 



See page 5. 



-See Part II Chapter XIII. 

-See Public Acts of 1921, No. 186 pp. 368-372. 



8 State Nobmai. Schools 

Maintenance Requirements 

The total maintenance requirements in 1930 will be approximately 
$2,500,000 annuallyi or $1,437,344, 135%, more than in 1920-21. This 
difference in increase of expenditure over the expected increase in 
regular registration is due to the expected increase in the summer ses- 
sion. The amount required for maintenance includes reasonable and 
necessary salary adjustments which will not appear as increased costs. 
Increase in class size and more evenly adjusted teacher loads will result 
in the need for fewer additions to the faculty than if operation contin- 
ued as at present.2 

The recommended salary increases will secure for the state the pick 
of highly trained and able college teachers without proportionately 
increasing the number of such teachers. 

Building Requirements 

The great increase in registration necessary to meet the 1930 teacher 
demand brings with it a number of important social problems that will 
require adjustment in terms of financial outlay. The most important 
of these is the necessity of providing dormitories to properly house the 
women students who form the greater portion of the student bodies.^ 
The majority of these students come from families in very moderate 
circumstances and are forced to earn their own way partially or wholly. 
They are now required to live in whatever houses the residents are 
capable of providing. The median cost of room, board and other 
expenses for the college year is $512.00, or slightly more than $50.00 
monthly.^ The occupational opportunities are not numerous in cities 
where these schools are located and the amount of time required to 
partially or wholly work one's way is so great that it must react un- 
favorably towards school work. The state should provide means 
whereby the majority of the students could be given food and room at 
actual cost, reduce the students' burdens and so stimulate attendance. 

It is also desirable from a social and professional standpoint that the 
future teachers of the children live under conditions that reproduce as 
closely as possible a wholesome home influence. The development of 
a wholesome social life among the students will be of incalculable value 
to the state in the future. 

A dormitory program was initiated by the 1921 legislature. The 
requirements of this program by 1930 at all four schools are for 23 
dormitories each housing 170 girls, costing approximately $3 ,875,000.^ 



-See Part III Chapter XXIX. 
See Part II Chapter IX. 
-See Part III Chapter^XXIII. 
-Part II Chapter XIV. 



Survey op Needs 9 

This program would provide for not more than 60% of the probable 
membership at any of the schools. 

Necessary Changes in Present Plants 

What other additions and changes must be made in the present 
college plants to meet "the needs of this great growth? This question 
must be considered from the standpoint of the individual schools. 

Michigan State Normal College 

The 1930 requirements will be for 2,500 students. The present 
plant has a usable capacity of 4,500.^ There are however several 
inadequacies that must be corrected. ^ 

The portion of the main building, housing the high school, general 
classrooms and the library is a grave fire hazard and should be razed 
and replaced immediately. Its continued use is a menace to the lives 
of the students. 

A library, a new recitation building, a manual arts building, and a 
combination intermediate high training school are required to replace 
these portions of the main building. A new heating plant is neces- 
sary to replace the present one which is obsolete, inadequate, and 
expensive to maintain. Towards the close of the decade the ele- 
mentary training school should be replaced by a building adjusted 
to modern needs. The cost of these buildings, should not ^exceed 
$1,240,000. 

This college has now available $574,000 for new buildings. By 
redesigning the proposed intermediate-high school it should be pos- 
sible to build this for a sum not to exceed $340,000. The north wing 
can be replaced by an adequate library for an amount not to exceed 
$225,000. The request for a recitation building to replace the central 
portion of the main building should be included in the next budget. 
The current appropriation may therefore be considered as a credit 
against the proposed building program and will tend to reduce the 
necessary appropriations by that amount. 

Western State Normal School 

The 1930 requirements will be for 2,500 students. The present 
plant has a usable capacity of 2,200 but is poorly balanced in respect 
to laboratories and shops.^ 



iSee Part II Chapter VIII. 
2See Part III Chapter XXII. 
•See Part II Chapter VIII. 



10 State Normal Schools 

The needs^ are for a new library, a recitation building, a second 
gymnasium for men, and an auditorium, followed later by an inter- 
mediate-high training school. 

The approximate cost of these requirements will be $1,210,000. 

This school, now possesses an appropriation of $480,000 for build- 
ings. It is recommended that this be used to erect the new library 
and a new gymnasium for men. The present appropriation of $480,- 
000 can be applied as a credit against the proposed building program. 

Central Michigan Normal School 

The present plant has a usable capacity for approximately 2,000 
students. 2 The requirements are for a 1,000 capacity.^ The great 
need is for increased library space. This can be provided by adding 
to the present wing in which the library is housed. Other required 
changes are minor in character and the cost of all should not exceed 
$60,000. 

Northern State Normal School 

The present plant has a usable capacity of 1,000.^ The require- 
ments are for a 1,000 capacity.^ Certain adjustments must be made 
within a few years to provide for laboratory needs, faculty rooms, etc. 
This can best be done by building a new elementary-high training 
school and remodeling the wing now occupied by the elementary 
school for use by the college. The total cost of these needs, including 
the remodeling of the present hermetically sealed ventilation system, 
should not exceed $300,000. 

This school now has an appropriation of $275,000 which may be 
applied as a credit against the proposed program. 

Land Requirements 

The minimum land requirements for a normal school campus 
are 40 acres.^ The desirable size ranges somewhere between 60 acres 
and 100 acres to allow for growth and development. It is desirable 
to secure this land before the development of the city makes the 
price prohibitive. Another advantage gained by early purchase of 
the entire plot is that it will permit the proper planning and develop- 
ment of buildings to produce a unified and inspirational ultimate 



> — See Part III Chapter XXII. 

a — See Part II Chapter VIII. 

» — See Part II Chapter VIII and Part III Chapter XX. 



Survey op Needs 11 

plant. These requirements and probable costs for the several schools 
in order of need are: 

Western State 10 acres $22,000^ 

Central Michigan 20 acres 10,000 

Northern State 20 acres 10,000 

Michigan State^ (lot corner Brower and 

Cross) 15,000 



Total $57,000 

Credits $22,000 

Net land requirements 35,000 

The summary of total requirements at the four normal schools is as 
follows: 

Dormitories $3,875,000 

Changes and additions to college plants 2,810,000 

Land 35,000 



Gross Totals $6,720,000 

Credits (present appropriations)^ 1,464,000 



Net requirements $5,256,000 

RECOMMENDATIONS 

The general needs of the state normal schools have been presented 
briefly in the preceding pages. Upon the basis of the data developed 
in Parts II and III of this survey it is desirable to present certain de- 
finite recommendations as a basis for the development of future policy. 

1. A careful study of the present plants and the future 
needs of the state normal schools has resulted in the develop- 
ment of a building and land program covering a period 
of years. These recommendations are made on the basis of 
known facts together with an analysis of future needs. 
The total net cost of this program is set at $5,256,000. It 
must be understood that these estimates are based upon cur- 
rent prices.^ Since building costs are fluctuating consider- 
ably, these estimates must be revised to correspond to pre- 
vailing prices at the time the appropriations are requested. 
This recommended program follows: 

1 — This land has been purchased and paid for since the Survey was made. 

2 — Michigan State now has an appropriation of $57,000 to round out the present campus. 

» — Prevailing prices in Michigan during April and May, 1922. 



12 



State Nokmal Schools 

RECOMMENDED BUILDING PROGRAM— STATE NORMAL SCHOOLS 



Year 


Michigan State 


Western State 


Central Michigan 


Northern State 


Total four 
normal 
schools 


1922-23 


Library $225,000 

Inter-high 

training 

school 340,000 


Library 225,000 
Gymnasium 125,000 
Remodel por- 
tions of Adm. 
bldg. connect- 
ing arch 15,000 

$365,000 


Dormitory $135,000 


Elementary- 
High 265,000 
Adjustments 10,000 






Total $565,000 


$135,000 


$275,000 


$1,350,000 


1923-24 


Recitation 

bldg. $200,000 
Heating PI. 85,000 
Dormitory 170,000 
Equip. 

HighSchool 35,000 
Equip, libr 20,000 


Recitation 

bldg. $225,000 
Dormitory 170,000 
Equip, libr. 20,000 


Addition to 
present lib- 
rary and ad- 
iustments on 
College pi. 60,000 
Dormitory 170,000 


Dormitory $170,000 

Equipment 

Elem .-high 25,000 






Total $510,000 


$415,000 


$230,000 


$195,000 


SI, 325, 000 


1924-25 


Dormitory $170,000 

Manual 

Arts bldg. 60,000 


Dormitory $170,000 
Auditorium 250,000 
Equip. 
Auditorium 25,000 

$445,000 


Dormitory $170,000 


Dormitory $170,000 






Total $230,000 


$170,000 


$170,000 


$1,015,000 


1925-26 


Dormitory $170,000 
Elementary 
Train'gsch 250,000 

Total $420,000 


Dormitory $170,000 

Inter-high 

Train'gsch. 250,000 

Heating 

pit. changes 50,000 

$470,000 


Dormitory $170,000 


Dormitory $170,000 






$170,000 


$170,000 


$1,230,000 


1926-27 


Dormitory $170,000 
Equip. Elem. 
Train'gsch. 25,000 

Total $195,000 


Dormitory $170,000 
Equip. Elem. 
Train'gsch. 25,000 

$195,000 






$390,000 


1927-28 


2 Dormi- 
tories $340,000 

Total $340,000 


2 Dormi- 
tories $340,000 

$340,000 






$680,000 


1928-29 


2 Dormi- 
tories $340,000 

Total $340,000 


2 Dormi- 
tories $340,000 

$340,000 






$680,000 


Gross Grand Total ... .$2 , 600 , 000 

1921-22 appropriations 
that may be applied as 
credits 574,000 

Net Grand Total 
Requiremens $2 , 02 % 000 


$2,570,000 

480,000 
$2,090,000 


$705,000 

135,000 
$570,000 


$810,000 

275,000 
$535,000 


$6,685,000 

1,464,000 
$5,221,000 



Gross Grand Total $6,685,003 

Credits (current appropriations) 1 ,464,000 



Net building requirements $5,221 ,000 

Land 35,000 

Grand Total Net Requirements $5,258,000 

This building program will provide for all the physical needs of the Mich- 
igan State teachers training schools until at least 1935. 



SuBVEY OF Needs 13 

2. It will be possible to effect considerable economy in 
future building if advantage is taken of research studies 
already made in the use of school buildings in respect to size 
of classrooms, corridors, and laboratories and to this end 
it is recommended that plans for proposed buildings for 
which appropriations have already been made be revised 
in light of such findings and practices.^ 

3. The social problems at the state normals can be 
solved only through the development of a dormitory and 
commons system as recommended in the building program. ^ 

4. The state normal schools can be operated more 
effectively through the adoption of the suggested organiza- 
tion of a teachers' college. It is recommended that this 
plan of organization be put into practice gradually.^ 

5. It is imperative that the state normal schools be 
developed to the point where their work is generally recog- 
nized as of college grade. It will probably take a number 
of years for all four of the state schools to achieve this. 
One of the vital factors in this development is the careful se- 
lection of future faculties combined with attempts to bring 
present faculties completely up to college standing. The 
qualifications for members of a teachers' college faculty as 
developed in this survey are recommended for adoption/ 

6. Data presented has shown that the salaries paid 
members of the normal school faculties are inadequate for 
the high quality of service that must be rendered. One of 
the big problems facing the state is the proper recognition 
of the services of the teacher. It is therefore recommended 
that the suggested salary schedule presented in this report,^ 
be adopted and applied upon the basis of the teacher quali- 
fications^ presented in recommendation five. 

7. It is recommended that the size of classes at all 
schools be increased to approach the following distribution."^ 

25 Percentile 2Q 

Median 30 

75 Percentile 35 

These suggested norms for sizes of classes are reasonable. 
They are now exceeded at the University of Michigan in 



-See Part III Chapter XXI. 
-See Part III Chapter XXIII. 
-See Part III Chapter XXIV. 
-See Part III Chapter XXV. 
-See Part III Chapter XXVI. 
-See Part III Chapter XXV. 
-See Part III Chapter IX. 



14 State Normal Schools 

the freshman and sophomore years in the College of Liter- 
ature, Science and the Arts. There is no specific recommen- 
dation as to the number of teaching hours weekly, but it is 
suggested that this question be considered carefully by the 
individual colleges and be made more uniform. 

8. The adoption of the proposed system of uniform 
budgeting and accounts as developed in another section 
of this study^ is recommended. This system of accounts is 
based upon the generally accepted and standardized educa- 
tional accounting terminology. Its use will make com- 
parisons easier and will reveal more than the present system. 
It will easily fit into the present system of state accounting. 

9. A simple system of student accounting is essential to 
secure comparative reports and statistics for normal schools. 
Details of such a system may be safely left to the individual 
college. It is therefore recommended that the student 
accounting rules developed be adopted and put into imme- 
diate practice. 2 

10. A unified publicity program that would serve to keep 
the heeds for teacher training constantly before the people 
of the state in a more effective manner is earnestly recom- 
mended.^ 

11. The present nomenclature carries with it a popular 
impression that normal schools are merely super high schools. 
This is general throughout the country. It is desirable that 
this impression be changed. To this end it is recommended 
that in line with the general tendency, the names of the 
three state normal schools and- of the ■ Michigan '■" State 
Normal College be changed by legislative enaeiment to 
"State Teachers' Colleges".^ They might be designated 
as follows: 

Michigan State Teachers College 
Western Michigan Teachers College 
Central Michigan Teachers College 
Northern Michigan Teachers College 

12. No change from the present method of financing 
the state normal schools is recommended.^ It is both de- 



1— See Part III Chapters XXVII, XXVIII. 
2 — See Part III Chapter XXX. 
3— See Part III Chapter XXXI. 
* — See Part III Chapter XXXII. 
8 — See Part III Chapter XXIX. 



Survey of Needs 15 

sirable and necessary that in the future the normal school 
financial program be presented as a complete program to 
the legislature instead of by individual schools. The 
schools should make their appeal to the State Board of 
Education and through that body to the Legislature. This 
is recommended upon the belief that it is generally easier 
to secure necessary appropriations for a complete program 
than to secure the same appropriations piecemeal. 

13. In the development of training school facilities it 
is recommended that provision be made for elementary 
schools not to exceed 500 pupils, junior high or intermediate 
schools not to exceed 250, and high schools not to exceed 250. 
When the need for greater training facilities arises it can 
be met by co-operating with the public schools in the college 
city. This is both practical and economical.^ 

14. The four state normal schools, when recom- 
mended plant changes and additions have been made, 
will be sufficient for the needs of the state until at 
least 1935. No additional normal schools are there- 
fore recommended. 

15. It is very desirable that provisions be made for the es- 
tablishment of a health service at each of the schools, 
under the general direction of the Health Department, 
whereby, for the payment of a small fee, each student 
would receive medical attention when necessary. In cities 
where there are no hospital facilities, it is desirable that 
the school establish an infirmary. 



»— See Part III Chapter XXXIII. 



Part II — Present Conditions 

Chapter I — Education 

Public education is one of the most important social functions of the state. The 
success or failure of a democracy depends ultimately upon the success or failure 
of public education. Since this is true it behooves the state to give to education 
the most constant, careful and intelligent consideration so that the state may be 
aware constantly of the educational aims and of the effectiveness with which these 
aims are being put into practice. 

The success or failure of public education depends upon the quality of training 
and the social leadership that the teachers bring to their task of guiding the de- 
velopment of the children entrusted to them. It is fundamental that these teachers 
be well trained from a cultural as well as professional standpoint and possess a 
broad social understanding and a wholesome social philosophy. 

As the state realizes the importance cf education and gradually pushes up the 
compulsory school limit, and as the people themselves become convinced that 
schooling pays, the demand for teachers constantly increases. There are those 
who say that "teachers are born not made" and treat lightly the problem of teacher 
training. To these the answer is that it is true that some people are equipped with 
the native abilities which make for excellent teachers, but the supply is unfortu- 
nately nowhere equal to the demand. This forces the state to train others who 
may not be "born teachers" but who, after careful training, will perform those 
duties quite as effectively. 

Since education is one of the most important social functions of the state it 
would appear that the best of our youth should be trained for the profession of 
teaching. It is reasonable to assume that the most intelligent, gifted and capable 
young men and women should be directed to the profession of teaching as hereto- 
fore they have been directed to law, medicine and commerce where the economic 
rewards have been greater. The tendency of the Americans to set up a standard 
that measures success in terms of money has undoubtedly drawn the best to the 
other professions in the past. This condition must be remedied and the prospects 
in the teaching profession must be made reasonably attractive so that the best 
talent may be secured for the training of the children. 

To affect these changes certain things are necessary. These are : 

1. The more general realization of the importance of education as a function 
of the state and not a whim of local communities. 

(17) 



18 State Normal Schools 

2. The willingness of the people to reward better preparation and better teach- 
ing, thus making the returns in the teaching profession at least approach the average 
in the more lucrative professions. 

3. The development of a more permanent teacher tenure based upon effective 
teaching and social leadership rather than arbitrary personal reactions or partisan 
politics. 

4. The general raising of teacher training schools to university standards to 
provide for more extended training than at present. 

5. The placing of the control of state teacher training schools in the hands of 
elective boards with legislative powers broad enough to provide, under proper 
constitutional safeguards, for the carrying out financially of the program of these 
educational institutions. 

The realization of these five points will result in better training schools, better 
trained teachers and ultimately in more effective education that will truly prepare 
the children of the state for social effectiveness. 

The carrying out of this program will be immediately expensive in terms of 
money expenditure but will bring greater returns, both economic and social, to a 
more intelligent and more capable community. As a college president recently 
remarked, "The cost of education is the price of democracy." 



Survey of Needs 19 

Chapter II — State Administration of Public Education 

The control of public education in Michigan is vested in a series of elected and 
appointive boards and an elected superintendent of public instruction, responsible 
to the legislature and to the Administrative Board. 

The people of the state elect at stated intervals members of the judiciary, state 
supreme court, members of the legislature, and certain executive officers including 
the governor, lieutenant governor, secretary of state, treasurer, auditor-general, 
attorney general, state highway commissioner and superintendent of public in- 
struction. 

The people also elect a series of administrative boards three of which are educa- 
tional in character. These are the State Board of Education, The Board of Re- 
gents and the Board of Agriculture. The fourth educational board is appointed 
by the governor. 

The superintendent of public instruction is a member of these boards, with the 
exception of the one on mines, in addition to some that are non-educational in 
character. A brief summary of his duties and functions follows. 

The superintendent of public instruction has 

1. General supervision of all public and private schools, colleges and 
the university, and all other institutions educational in character. 

In this respect his duties are: 

a. To visit institutions and meet governing boards. 

b. To enforce educational laws. 

c. To audit accounts of any school district where necessary. 

d. To require schools in every district to report to the governor 
on the general educational condition of the state and suggest 

^, improvements. 

7. ' e. To arrange teachers' institutes. 

" f. To request the removal of incompetents and to remove mem- 

bers of any but city &chool boards for cause. 

2. To appoint a deputy and several assistant superintendents of 
public instruction to assist in these duties and to remove them 
at his discretion. 

3. To make rules and regulations for the management of the district 
school libraries, and to recommend lists of suitable books and to 
prepare a course of study for district schools. 

4. To apportion the primary school interest fund according to the 
reports of the clerks as to the number of children. 

5. To receive reports from incorporated academies and other literary 
and collegiate institutions and to make reports to the legislature. 

6. To establish an information bureau for teachers and superin- 
tendents. 

7. To prescribe the manner of taking the school census and to re- 
' '-' ceive the entire census from districts. 

, 8. To give information and assistance in establishing county schools 

of agriculture. 
. ^ 9. To be a member of the following boards: 
■ 1. State Board of Agriculture. 

^ 2. The Board of Regents. 

3 . The State Board of Education. 

4. The Board in Control of State Institutions. 

5. The State Land Commission. 

6. The Teachers' Retirement Fund Board. 

7. State Board of Auditors. 

8. State Board of Escheats. 

9 . State Board of Canvassers. 

10. The State Administrative Board. 
10. To receive copies of all text books from pubhshers. 



20 State Normal Schools 

State Board of Education 

The State Board of Education is composed of three members chosen by popular 
election for a term of six years. The terms of the members do not expire simul- 
taneously. The governor fills vacancies occuring between elections by appoint- 
ment. 

The function of the State Board of Education, briefly, is to control, manage and 
direct the state normal schools subject to the limitations set by law. 

The Board of Education must secure its annual appropriations from the legis- 
lature and by the Public Acts of 1921 is responsible to the Administrative Board 
for the expenditure of moneys. 

The Board of Regents 

The Board of Regents is composed of eight men who serve an eight year term. 
The terms of two regents expire simultaneously. The governor fills vacancies 
occurring between elections. 

The Board of Regents is intrusted with the direction and control of the University 
of Michigan. 

The Board of Regents has been granted a mill tax privilege by the legislature 
for maintenance but must secure from the legislature separate appropriations for 
buildings. The Public Acts of 1921 place the control of the building appropria- 
tions in the Administrative Board. 

The State Board of Agriculture 

The State Board of Agriculture consists of six members elected for a term of bix 
years. Vacancies occurring between elections are filled by the governor. 

The State Board of Agriculture is entrusted with the government of the Michigan 
Agricultural College and experiment stations operated in conjunction with the 
college. 

This board, like the others, is dependent upon the legislature for appropriations 
and under the Acts of 1921 is subject to the regulations of the Administrative 
Board as regards the expenditure of building appropriations. 

Michigan College of Mines 

The Michigan College of Mines is controlled by a Board of Directors appointed 
by the governor. This board is dependent upon the legislature for appropriations 
and is subject to the jurisdiction of the State Administrative Board. 

The State Administrative Board 

The State Administrative Board, mentioned so frequently in the preceding 
pages, came into existence by the Public Acts of 1921. It is the first successful 
attempt upon the part of the governor to weld together in a responsible whole 
seven of the elected state executives and develop a single unified policy that should 
result in more effective state government. This organization is so unique in state 
administration that the act creating it is presented in full. 

The State Administrative Board 

"The People of the State of Michigan enact ;^ 

Sec. 1 There is hereby created a board to be known and designated 
as the State Administrative Board of the state of Michigan. Said 
board shall be composed of the Governor, who shall act as chairman. 



-Act No. 2 Public Acts of 1921. 



SuBVET OP Needs 21 

the Secretary of State, the State Treasurer, the Auditor General, the 
Attorney General, the State Highway Commissioner, and the Super- 
intendent of Public Instruction, and shall possess the powers and 
perform the duties hereinafter imposed. 

Sec. 2 Said board shall have power to adopt rules and regulations 
governing its procedure, to provide for the calling and holding 
of regular and special meetings, and for the general conduct 
of its business and affairs. It shall also direct the manner in which 
orders made by it shall be served, and may employ and fix the com- 
pensation of such agents and assistants as may be necessary to carry 
out any of the duties imposed by this act. The compensation of all 
the employes of the board, whether employed under this section or 
under any other section of the act shall be paid from the state treas- 
ury in the same manner as compensation of other state employes is paid 
Expenses necessarily incurred by any member of the board or by any 
of its employes while traveling in the performance of any of its duties 
hereby impoaed shall likewise be paid in the same manner as are ex- 
penses incurred by other state officers and employes. 
Sec. 3 The State Administrative Board shall exercise general super- 
visory control over the functions and activities of all administrative 
departments, boards, commissioners, and officers of the state, and of 
all state institutions. Said board may in its discretion intervene in any 
matter touching such functions and activities and may, by resolution or 
order, _ advise or direct the department, board, commission, officer 
or institution concerned as to the manner in which the function or other 
activity shall be performed, and may order an interchange or transfer 
of employees between departments, boards, commissions, and state 
institutions when necessary. It is hereby made the duty of every 
official and employe connected with any administrative department, 
office or institution of the state to follow the direction or order so given, 
and to perform such services in the carrying out of the purposes and in- 
tent of this act as may be required by the board. Failure to do so 
shall be deemed to constitute malfeasance in office and shall be suffi- 
cient cause for removal. In no case shall any order issue under this 
act without the written approval of the Governor. 
Sec. If. The powers and duties now vested by law in the State Budget 
Commission and in the Budget Director are hereby transfered to and 
invested in the State Administrative Board and shall be exercised there- 
by in accordance with said law, except as hereby modified. Wherever 
the term State Budget Commission or Budget Director may be used 
in any law of the state, reference shall be deemed to be made to the 
State Administrative Board hereby created.^ The board may also 
adopt rules and regulations not inconsistent with any provision of the 
law for the more efficient handling and expediting of such work. 
Sec. 5 The State Administrative Board shall also be vested with the 
powers and shall perform the duties granted to and imposed by law 
on the State Purchasing Agent and on the Advisory Board in the 
Matter of State Purchasing. The board may adopt regulations 
governing the making of purchases and handling of accounts, not in- 
consistent with law. Whenever the term State Purchasing Agent or 
Advisory Board in the Matter of State Purchasing is used in any law 
of the state, reference shall thereby be understood to be made to the 
State Administrative Board. 

Sec. 6 In addition to the foregoing powers and duties the State 
Administrative Board is hereby granted control over the system of 
state accounting and the manner of handling such work. The board 
may also engage suitable and necessary architectural service for the 
state, and for state and public educational institutions and may ap- 
point or employ one or more competent architects or superintendents 
of construction for the supervision of the construction and repair of 
state buildings and other state work. Compensation of any architect 
or superintendent so appointed or employed shall be fixed by the 
board. 



22 



State Normal Schools 



Sec. 7 The expenses of the administration of this act shall be paid 
out of the state treasury. The Auditor General shall estimate and 
include in the state tax for the years 1921-1922 a sufficient amount to 
reimburse the general fund for all moneys drawn therefrom under the 
provisions hereof for the current fiscal year, and for the fiscal years 
ending June 30, 1922, and June 30, 1923. 

Sec. 8 The State Budget Commission, the Advisory Board in the 
Matter of State Purchasing, and the offices of the State Budget Di- 
rector and State Purchasing Agent are hereby abolished. Any mo- 
neys appropriated by the acts creating said offices and now remaining 
in the treasury of the state, shall be available for use under the provi- 
sions hereof in carrying out the respective purposes for which such 
appropriations were made. 

Sec. 9 All acts and parts of acts which in any way contravene the 
provisions of this act are hereby repealed. 

Sec. 10 This act is hereby declared to be immediately necessary for 
the preservation of the public peace, health and safety. This act is 
ordered to take immediate effect." 

This general state organization of higher education as discussed here is shown 
in diagram 1. 




— EJ-ectod 

--Legal rela- 
tion 



DIAGRAM 1 



SuBVET OF Needs 23 

Chapter III — History 

There are four state normal schools in Michigan, the establishment of the first 
dating back to 1849, the second to 1895, the third to 1899, and the fourth to 1903. 
Each of these was conceived to serve a like purpose, although each owes its exis- 
tence to a separate act of the state legislature. 

Michigan State Normal College 

The Michigan State Normal School, created by law in 1849, and located in 
Ypsilanti in 1852, was the first to be established within the state of Michigan. 
The Central Michigan Normal School was established and located at Mount Pleasant 
in 1891, but was not OTSTied and operated by the state until 1895. The third to 
be created by law was the Northern State Normal School located at Marquette in 
1899. The fourth was created by an act of the legislature in 1903 and located at 
Kalamazoo as Western State Normal School. Geographically three of ■ these 
schools are located in the southeastern, southwestern and central districts of the 
lower peninsula, and the fourth in the upper peninsula at Marquette. 

The Michigan State Normal School at Ypsilanti, the sixth state normal school 
founded in the United States and the first west of the Allegheny mountains, owes 
its existence to Act number 138 of the Public Acts of 1849. 

''An Act to establish a State Normal School. 
Section 1. Be it enacted by the Senate and the House of Representa- 
tives of the State of Michigan, That a state normal school be established 
the exclusive purposes of which shall be the instruction of persons, 
both male and female, in the art of teaching and in all the various 
branches that pertain to a good common school education; also, to 
give instruction in the mechanic arts, and in the arts of husbandry 
and agricultural chemistry, in the fundamental laws of the United 
States, and in what regards the rights and duties of citizens. 
Section 2. The said normal school shall be under the direction of a 
board of education, and shall be governed and supported as herein- 
after provided. 

Section S. There shall be appointed by the governor, by and with 
the advice and consent of the Senate, a board of education consisting 
of three persons, one of whom shall hold his office for three years, 
another for two years and the other for one j^ear. The governor shall 
designate which person is to hold his office for one year, which for two 
years, and which for three years. At each session of the legislature 
the vacancy occurring shall be filled as above directed. The governor 
shall fill any vacancy that may occur when the legislature is not in ses- 
sion. The lieutenant governor and the superintendent of public in- 
struction shall, by virtue of their office, be members of said board, and 
the latter shall be their secretary, and shall keep an exact and detailed 
account of their doings. He shall also communicate such reports to 
the legislature as are required by this act. 

Section 6. Said board of education shall procure a site, and erect 
buildings thereon suitable for said institution in or near some village 
in this state, where it can most conveniently be done, and where in 
their judgment, it will most subserve the best interests of the state. 
Section 7. They shall also establish a model school in connection 
with a normal school and shall make all the regulations necessary to 
govern and support same." 

The above act was passed in 1849 and the first class was graduated from the 
Michigan State Normal School in 1854, 



24 State Normal Schools 

The following statement taken from the Act of 1889, revising and compiling 
the school laws, embodies all that was expressed in Section one of the original act 
of 1849 and classifies the school: 

"The purpose of the normal school shall be the instruction of persons 
in the art of teaching and in all the various branches pertaining to the 
public schools of the State of Michigan." 

The original site for the normal school contained less than six acres, situated on 
high ground overlooking the city of Ypsilanti which lies in the Huron river valley. 
This was increased by an acre purchased in 1893 for a gymnasium site. In 1895 
the city of Ypsilanti presented to the college five acres adjoining on the north. 
Shortly after that the state bought four acres more and a later additional purchase 
of nine acres by the state, a gift of 20 acres from the citizens of Ypsilanti, and a 
gift of 10 acres jointly by the athletic council and alumni association, increased 
the original campus to approximately 55 acres. The college buildings are 
located on these grounds. 

The legislature of 1899 authorized the State Board of Education to designate 
the school (in the courses leading to life certificates and degrees) as Michigan 
State Normal College. Under the action of the legislature of 1903, the State 
Board of Education organized courses leading to the degree of Bachelor of Science 
and Bachelor of Arts in Education. 

Central Michigan Normal at Mt. Pleasant 

Central Michigan Normal School, located at Mount Pleasant, was founded in 
1891 by an association of citizens of that community for the single purpose of es- 
tablishing a normal school. Under their direction a school was built and managed 
by them until 1895 when the plant was offered to the state and accepted under 
Act number 261 of the Public Acts of 1895. 

"An Act to establish a normal school in central Michigan. 

Section I. The People of the State of Michigan enact: That a normal 
school for the preparation and training of persons for teaching in the 
rural district schools, and the primary departments of graded schools 
of the state, to be known as 'Central Michigan Normal School', to be 
established and continued at the city of Mount Pleasant in Isabella 
County, to be located upon block ten of the normal school addition to 
said city, known as 'Normal Campus', and being a block of land in area 
between eight and ten acres. 

The purpose of the Central State Normal is to prepare teachers 
for service in the public schools of Michigan. The State Board of 
Education has selected this school as being best located and adapted 
for the preparation of teachers of agriculture for the public schools. 
In addition to those schools needing teachers who will devote their 
whole time to agriculture, the school also aims to serve the far larger 
number of schools that will require teachers of science and agriculture." 

Northern State Normal at Marquette 

The Northern State Normal School, located at Marquette in the upper peninsula, 
owes its existence to Act number 51 of the Public Acts of 1899 which reads as 
follows : 

"An Act to provide for the location, establishment and conduct of a 
Normal School at Marquette, in the Upper Peninsula of this state, 
and to make an appropriation for the same : The People of the State of 
Michigan enact: 



SuEVEY OF Needs 25 

Section 1. That a normal school shall be located at Marquette, to 
be known as the Northern State Normal School, for the purpose of 
instructing persons in the several branches pertaining to a public school 
education and in the science and the art of teaching the same. 
Section 2. The State Board of Education is hereby authorized to 
procure a suitable site for the grounds and buildings for said normal 
school, which site shall consist of at least twenty acres of land, located 
within one and one-half miles of the present location of the post office 
in said city of Marquette. ^ Said State Board of Education shall pay for 
such site a sum not exceeding one dollar, which sum is hereby appropria- 
ted for the use of said State Board of Education out of any moneys in 
the treasury not otherwise appropriated. 

The fundamental purpose of the Northern State Normal School is 
the training of students who expect to teach in the public school sys- 
tem of Michigan, and the further training of those now teaching who 
desire better preparation for their professional duties." 

The first session of the school was held in September 1899, the same year the 
act creating it was approved and passed by the legislature. Recitations were 
conducted in the Marquette city hall until July 1900 when the school was moved 
to the normal building which was then completed on Normal Bluff — the site where 
the school is now located. 

The faculty, which consisted of six instructors in 1899, has increased to more 
than thirty members in 1921. Several departments have been added until two 
full years of collegiate work may be pursued at the school. There is givec a graded 
school course and a rural school course, in addition to the life certificate course. 

Western State Normal at Kalamazoo 

The Western State Normal School owes its existence to Act number 156 of Public 
Acts of 1903 and reads in part as follows : 

"An Act to provide for the locating, establishing and maintaining 
of a state normal school in the western part of the state, to make ap- 
propriations therefore and to provide a tax to meet the same. 
The People of the State of Michigan enact: 

Section 1. A state normal school shall be located, established and 
maintained in the western part of the state, at such place as the State 
Board of Education shall designate, to be known as the 'Western State 
Normal School' for the preparation and training of persons for teach- 
ing in the rural district schools, and the primary departments of the 
graded schools of the state. 

Section 2. The State Board of Education is hereby authorized and 
directed to procure a suitable site of not less than twenty acres for 
the building and grounds for said normal school. Said State Board 
of Education shall pay for such site a sum not exceeding one dollar, to 
be drawn on the requisition of said State Board of Education, and 
the warrant of the Auditor General, as other moneys and appropria- 
tions are drawn. 

The Western State Normal School created by the above Public Act of 1903 was 
opened (summer session) in the Kalamazoo high school building July 1, 1904. 
After one year in rented quarters the school occupied its first state owned building 
in September, 1905. Six buildings have since been erected. 

The original tract of 20 acres has been enlarged by six separate land purchases. 
The present campus consists of 46 acres. More than half of this acreage, valued 
at S41,000, has been contributed by the school district of Kalamazoo and friends 
of the school. 



26 . State Normal Schools 



Chapter IV — Organization of State Normal Schools 

The organizations under which the state normal schools operate are very similar 
in character. Each institution is headed by a president, has a registrar, superin- 
tendent of training school and a dean of women and three of them have department 
heads. 

The functions of the president are largely administrative and the supervisory 
duties are delegated to the department heads. There is again a further subdivision 
of administrative function through the creation of faculty committees which deal 
both with admiuistrative detail and with policy development. 

The director of the training school is classified in three schools upon the same 
level as a department head. His functions are administrative in each case and he 
also has control of the appointment and placement bureau. 

In three schools the registrar has general control of records and financial activi- 
ties. At Western State the operation and maintenance of buildings is also under 
his direction. 

The office of dean of women exists in four schools. Her duties include general 
supervision of girls' activities and of their health. Definite provision for sickness 
is made only at Ypsilanti. 

In common with the tendency in colleges there has been a general development 
toward many departments and department heads upon the basis of subject division. 
The number of department heads varies in the different schools from none at 
Kalamazoo to 20 at Ypsilanti, This has not been necessary from an instructional 
or supervisory standpoint but has resulted largely from an attempt to keep the 
strongest members of the faculty by securing an additional compensation by reason 
of the title. Such development was justified on these grounds. These organiza- 
tions present certain points of difference and will therefore be discussed in detail 
as individual schools. 

Michigan State Normal College 

At Ypsilanti the President's administrative staff consists of the registrar, the 
dean of women, the superintendent of the training school and the superintendent 
of buildings and grounds. 

The registrar is in charge of all records and financial activities and the adminis- 
tration of the general office. He has an office staff of seven. 

The dean of women has control of the girls' activities and is in control of the 
Health Cottage and is over the college nurse. She has one assistant. 

The superintendent of the training school has general charge of the training 
school building and of the training school faculty. He is also head of the appoint- 
ment bureau and has an assistant and one stenographer. 

The superintendent of buildings and grounds is responsible for the care and up- 
keep of the buildings and is directly responsible for the janitorial force. 





SUBVEY OF 


Needs 


structional side is organized upon 


the basis of the following d 


Education^ 




Social Science 


Psychology 




Geography 


Pedagogy 




History 


History 






Philosophy 




Vocational 

Industrial Arts 


Health 




Home Economics 


Physical Education 




Rural Schools 


Languages 


_ 


Fine Arts 


English 




Music 


Modern languages 






Latin 




Extension 


Speech 




Training School 


Exact Science 






Mathematics 




Ubrary 


Chemistry 






Physics 






Natural Science 







27 



There are 20 heads of instruction departments. Training School and Extension 
may be classed as administrative departments. Under these departments head 
are the associate and assistant professors and instructors. 

This is shown in diagram 2, 

1 — The classification of these departments into divisions was made by the writer. 



28 



State Normal Schools 



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Survey of Needs 



29 



Western State Normal School 



The administrative staff at Western State Normal School consists of the regis- 
trar and head of extension, the principal of the training high school, the director 
of the training school and the dean of women. The registrar has general control 
of all records, financial activities, plant operation and maintenance. 

There are nine administrative committees which function under the leadership 
of the president. 

The instructional side is divided into departments under the leadership of the 
ranking member who acts as chairman of the faculty department committee- 
There are no department heads. The classification of departments is: 



Education 

Education 
Psychology 
Rural Education 

Health 

Physical Education 

Languages 

English 

Penmanship 

Speech 

Modern languages 



Social Science 

History and Economics 
Geography 

Vocational 

Library Methods 
Commerce 
Household Arts 
Manual Arts 

Fine Arts 

Art 
Music 



Exact Science 

Mathematics 
Biology 
Chemistry 
Physics 
This is shown in diagram 3. 



Library 
Training School 



30 



State Normal Schools 



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Survey of Needs 



31 



Central Michigan Normal School 

The Central Michigan Normal administrative staff is composed of the registrar 
and the dean of women. Seventeen administrative committees work under the 
direction of the president. The registrar has charge of records and general finan- 
cial activities. 

The instructional side of the school is divided into the following departments: 



Education 


Social Sciences 


Psychology and Education 


Geography 


Rural School 


History and Social Sciences 


Health 


Vocational 


Physical Education and 


Agriculture 


Physiology 


Kindergarten^ 




Commercial 1 


Languages 


Manual Training and 


Reading and Speech 


Home Economics^ 


Foreign languages 




English! 


Fine Arts 




Art 


Exact Sciences 


Music 


Mathematics 




Physics and Chemistry 


Library 


Biology 





Training School 

There are 17 departments and 17 department heads. The heads of four depart- 
ments, Euglish, Manual Training and Home Economics, Commercial and Kinder- 
garten are not receiving the salaries for these positions owing to lack of funds. 

This organization is shown in diagram 4. 

1 — No special salary recognition. 



32 



State Normai. Schools 




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Survey of Needs 



33 



Northern State Normal School 

The administrative staff at Northern State Normal School is composed of the 
registrar and the superintendent of the training school. There is an acting dean 
of women. The head of the physical training department performs certain of the 
functions of a dean of women in conjunction with her regular work. The registrar 
is responsible for records and financial activities. The instructional side is di- 
vided into the following departments: 



Education 

Education 
Kindergarten 

Health 

Physical Training 

Languages 

English 

Latin 

Modern languages 

Expression 

Exact Sciences 

Mathematics 
Biology 
Physical Sciences 



Social Sciences 
History 
Geography 
Social Science 

Vocational 

Manual Traimng 
Home Economics 
Commercial 

Fine Arts 

Art 
Music 

Library 
Training School 



There are 19 heads in charge of these instructional departments. 
This is shown in diagram 5. 



34 



State Normal Schools 



•H O 

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"H C O 

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an 




Survey of Needs 



35 



Chapter V — Growth of the State Normal Schools 

Regular Session 

The growth of the state normal schools since 1910-11 is generally similar to that 
of schools in the country as a whole. ^ The registration in the regular session in 
1910-11 was 2,975. There was a fairly steady increase for the next three years, 
which, in 1914-15, had reached 10% and remained stationary during the succeed- 
ing year. The first year of the war saw the highest point, 3,736 registrations, 
until the fall of 1921. 

The three years begmning with 1917-18 saw the registration drop below the 
1910-11 mark, reaching the lowest point in 1919-20 with a total of 2,738 in the 
four schools. 

This drop was common to all teacher training schools although the drop for the 
country as a whole^ was not below the 1910-11 level. The Michigan schools ap- 
peared to have suffered more from the war than the average for the country. In 
1920-21 there was a noticeable increase and in the fall of 1921 the registration 
jumped to 3,945, the highest point in the history of the schools. 

These data appear in Table 1 and diagram 6. 



TABLE 1— GROWTH OF THE STATE NORMAL SCHOOLS (REGULAR 

SESSION) 



Year 


Mich. 

State 


Western 
State 


Central 
Mich. 


Northern 
State 


Total 


Inc. over 
1910 


% Inc. 


1910-11. 


1559 
1641 
1616 
1670 
1702 
1704 
1825 
1490 
948 
1199 
1295 
1527 


612 
635 
678 
614 
670 
653 
903 
747 
977 
797 
1023 
1294 


512 
536 
457 
476 
507 
491 
508 
339 
553 
422 
491 
634 


292 
358 
380 
305 
395 
437 
500 
374 
398 
320 
366 
490 


2975 
3170 
3131 
3065 
3274 
3285 
3736 
2950 
2876 
2738 
3175 
3945 






1911-12 

1912-13 

1913-14 

1914-15 

1915-16 

1916-17 

1917-18 

1918-19 

1919-20 

1920-21 

1921-22 


195 
156 
90 
299 
310 
761 
-25 
-99 
-237 
200 
970 


6.6 

5.2 

3.0 

10.1 

10.4 

25.6 

-.8 

-3.3 

-8.0 

6.7 

32.6 



Summer Schools 

The development of the summer schools followed the same general trend as the 
regular session until 1915 when an unexpected growth took place, and there was 
a registration of 3,194 or 32.1% more than in 1910. This rose to 4,314 in 1916, 
and then dropped to 3,742 in 1918. The summer of 1921 saw 5,996 or 102.4% 
more than in 1910, in these schools. 

The more rapid growth in the summer session, compared to the regular school 
may be due to several factors, among which are: (a) the increased interest or pro- 
fessional stimulation caused by the war, (b) the general increase in salaries carry- 
ing with it a demand for better trained teachers, (c) the act of 1915 legislature 

1 — Schools in 29 states and District of Columbia. See Appendix. Table I. 



36 



State Normal Schools 













































/ 

/ 




GRC 


WTH 


r THE 


STATE 


NORAl 


\L SCHOOLS 




























1 






Ann 


lal Pe 
ov 


Cent 
r 191C 


of Inc 
-11 


rease 








1 
..t ... 












, 


\ 






/ 
/ 












Suif 


«er / 
/ 

/ 


\ 






* 














/ 


\ 




y 
f 


/ 


J 










/ 
t 


/ 


\ 




' 




/ 












t 

/ 
/ 


/ 


W. 


lar 






/ 


^ 


::r^ 


^^^ 


^ 






\ 






/ 


f 
















■ 


^ 


/ 





100 
90 
80 
70 
60 
SO 
40 
30 
20 
10 



1910 1911 1912 1913 1914 1915 1916 1917 1918 

1911 1912 1913 1914 1915 1916 1917 1918 1919 



1919 1920 1921 

1920 1921 1922 



• 10 



DIAGRAM 6 

requiring six weeks of training for limited certification,! (d) the acts of the last 
legislature so wisely providing for greater professional training upon the part of 
all teachers whether in public, or non-public schools. 2 

The proportion of non-public teachers in the 1921 sessions was evidence of this. 

This growth is shown in Table 2 and in diagram 6. 

TABLE 2— GROWTH OF THE STATE NORMAL SCHOOLS (SUMMER 

SESSIONS) 



Year 


Mich. 

State 


Western 

State 


Central 
Mich. 


Northern 
State 


Total 


Inc. over 
1910 


% Inc. 


1910 


1291 
1419 
1507 
1340 
1535 
1662 
1939 
1608 
1475 
1514 
1705 
2004 


834 

824 

855 

845 

820 

931 

1222 

896 

1011 

1004 

1033 

1608 


542 
396 
442 
512 
515 
755 
530 
719 
751 
980 
1373 
1301 


296 
345 
378 
408 
413 
566 
623 
534 
505 
568 
666 
1083 


2963 
2984 
3182 
3105 
3283 
3914 
4314 
3757 
3742 
4066 
4777 
5996 






1911 


21 

219 

142 

320 

951 

1351 

794 

779 

1103 

1814 

3033 


7 


1912 


7 4 


1913 


4 8 


1914 


10 8 


1915 


32 1 


1916 


45 6 


1917 


26.8 


1918 


26.3 


1919 


37.2 


1920 


61 2 


1921 


102.4 







1— PubUc Acts of 1915 No. 7 pp. 12-14. 

2 — Public Acts of 1921 No. 186 pp. 368-372. 



Survey of Needs 



37 



Growth By Individual Schools 

Michigan State Normal College 

Michigan State Normal College at Ypsilanti was hardest hit by the war of all 
four schools. In 1910-11 the registration was 1,559. This increased to 1,825 in 
1916-17 and then dropped, reaching its lowest point, 948, in 1918-19. Since that 
time the increase has been steady but the fall of 1921 still found the registration, 
1,527, 2% under that of 1910-11. Next year's registration should be above the 
1916-17 level. 

The summer school, while affected by war conditions, did not drop to the same 
levels, and in 1921 reached a total of 2,004 or 55.2% greater than in 1910. This 
is shown in Table 3 and diagram 7. 



GRC 


WTH 


F THE 


mich: 


GAN S 


TATE 










/ 




YPS 


ORMAL 
ILANTI 


COLLEC 
, MICH] 


E 
GAN 


/' 


\ 


sr 






/ 
/ 
/ 




A 


anual 
of In 


>er Cei 
;rease 


t 


/ 


\ 
\ 

\ 








/ 
/ 






191 


>-ll 


* 




\ 


* 




* 






.-' 


X 


* 




^ 


\ 


^V 


,«•"'' 











\^ 


^""^ 






\; 


liar 




















\ 


V 






/ 
















\ 




^ 


/ 

















\ 


/ 


"" 
















\ 


/ 







5C 
60 

50 

40 

30 

20 

10 



.10 

.20 

-30 



910 1911 1912 

911 1912 1913 



1913 1914 1915 1916 1917 1918 1919 1920 1921 

1914 1915 1916 1917 1918 1919 1920 1921 1922 



.40 



DIAGRAM 7 
TABLE 3— GROWTH OF MICHIGAN STATE NORMAL COLLEGE 





Regular Session 


Summer Session 


Year 


Enroll- 
ment 


Inc. over 
1910 


% Inc. 


Enroll- 
ment 


Inc. over 
1910 


% Inc. 


1910-11 


1559 
1641 
1616 
1670 
1702 
1704 
1825 
1490 
948 
1199 
1295 
1527 






1291 
1419 
1507 
1340 
1535 
1662 
1939 
1608 
1475 
1514 
1705 
2004 






1911-12 

1912-13 

1913-14 

1914-15 

1915-16 

1916-17 

1917-18 

1918-19 

1919-20 

1920-21 

1921-22 


82 

57 

111 

143 

145 

266 

-69 

-611 

-360 

-264 

-32 


5.3 

3.7 

7.1 

9.2 

9.3 

17.1 

-4.4 

-39.2 

-23.1 

-16.9 

-2.0 


128 
216 
49 
244 
371 
648 
317 
184 
223 
414 
713 


9.9 
16.7 

3.8 
18.9 
28.7 
50.2 
24.6 
14.3 
17.3 
32.1 
55.2 



38 



State Normal Schools 



Western State Normal School 

The Kalamazoo growth is quite irregular. A period of growth has always been 
succeeded by a slight decline the following year, but the general tendency upward 
has been greater than at Ypsilanti. The war retarded development only in 1917-18. 
In the fall of 1921 the registration was 1,294, an increase of 111.4% over 1910-11. 
This is the greatest growth of any of the state schools. 

Except for the years of 1915 and 1916 the summer school has lagged behind the 
regular school enrollment. In 1921 the registration for the summer quarter was 
1,608 or 92.8% above that of 1910. 

These data are shown in Table 4 and diagram 8. 



^"^" 


"~" 










5^ 
110 

100 

90 

80 

70 

60 

50 

40 

30 

20 

10 


-5 


















































ORO^ 


rfH OP 


THE 
KA 


WESTEl 
JVMAZO( 


JN STA 

}. Mia 


TE NO 
lOAN 


RMAL : 


SCHOOL 












Annual 


Per C 


^ni of 
9f 0-11 


Increa 


se 






/ 1 






















/ 1 

1 1 




















/i 


1 

1 
1 














Rej 




\ 




1 
1 












/ 






\ 




1 
1 












/ 


\\ 




\ 


1 


1 












/ 






.-•.- 


?/-- 


-'■ 


' 












/ 












^ 






^ 


,'' 


f 




' 










... 






















19 
19 


10 
11 


1911 1912 

1912 1913 


1913 1914 1915 1916 1917 1918 1919 

1914 1915 1916 1917 1918 1919 1920 


1920 
1921 


19 
19 


21 ^ 

22 ® 



DIAGRAM 8 

TABLE 4— GROWTH OF WESTERN STATE NORMAL SCHOOL 





Regular Session 


Summer Session 


Year 


Enroll- 
ment 


Inc. over 
1910 


% Inc. 


Enrojl- 
ment 


Inc. over 
1910 


% Inc. 


1910-11 


612 
635 

678 
614 
670 
653 
903 
747 
977 
797 
1023 
1294 






834 

824 

855 

845 

820 

931 

1222 

896 

1011 

1004 

1033 

1608 






1911-12.. ...... 

1912-13 

1913-14 

1914-15 

1915-16 

1916-17 

1917-18 

1918-19 

1919-20 

1920-21 

1921-22 


23 

66 

2 

58 

41 

291 

135 

365 

185 

411 

682 


3.8 

10.8 

.3 

9.5 

6.7 

47.6 

22.1 

59.6 

30.2 

67.2 

111.4 


-10 
21 
11 

-14 

97 
388 

62 
177 
170 
199 
774 


-1.2 

2.5 

1.3 

-1.7 

11.6 

46.5 

7.4 

21.2 

20.4 

23.9 

92.8 



Survey of Needs 



39 



Central Michigan Normal School 

The Mount Pleasant school shows a decreasing attendance during this period 
except for 1911-12, 1918-19, and the current year. In 1910-11 there were 512 
students at Central Michigan Normal. In 1917-18 this had dropped to 339. The 
enrollment for the year 1918-19 was abnormal, owing to the presence of the Stu- 
dent Army Training Corps. The enrollment in the S.A.T.C. Avas 240, many of 
whom would probably not have enrolled in Central Normal had it not been for 
war conditions. The last three years have shown a consistent growth and this is 
likely to continue. 

The summer session, from 1910-11 through 1913-14 showed a decrease, but has 
grown rapidly since that time, except in 1915-16. The growth curve shows no 
depression during the war period. 

These data are shown in Table 5 and diagram 9. 





















/ 


" ^^ 




















/ 






(jROW 


^H OF 


THE 
MX. P 


CKNTfciA 
LEASAN 


. STA' 

r, Mici 


"H NOK 
IIGAN 


MAL S 


^HOOL 










J 


nnual 


Per Ce 
over 1 


It of 
510-11 


ncreas 


e 
























/ 
/ 




















.Siinmej 


/ 














/ 


\ 
\ 

\ 


/ 






i 




^__ 


V. 






/ 


\ 
\ 


/ 


/ 


\, 




/ 


*\ 


V, 


^'^ 


...--'. 






\ 


^egi 


.N 


^ 




*. 


'-'' 











\ 











140 

120 

100 

80 

60 

40 

20 



.20 



1910 
1911 



[911 
1912 



1912 
1913 



1913 
1914 



1914 
1915 



1915 
1916 



1916 
1917 



1917 
1918 



1918 
1919 



1919 
1920 



1920 
1921 



1921 
1922 



DIAGRAM 9 

TABLE 5— GROWTH OF CENTRAL MICHIGAN NORMAL SCHOOL 





Regular Session 


Summer Session 


Year 


Enroll- 
ment 


Inc. over 
1910 


% Inc. 


Enroll- 
ment 


Inc. over 
1910 


% Inc. 


1910-11 


512 
536 
457 
476 
507 
491 
508 
339 
553 
422 
491 
634 






542 
396 
442 
512 
515 
755 
530 
719 
751 
980 
1373 
1301 






1911-12 

1912-13 

1913-14 

1914-15 

1915-16 

1916-17 

1917-18 

1918-19 

1919-20 

1920-21 

1921-22 


24 
-55 
-36 

- 5 
-21 

- 4 
-173 

41 
-90 
-21 
122 


4.7 
-10.7 

- 7.0 

- 1.0 

- 4.1 

- .8 
-33.8 

8.0 
-17.6 

- 4.1 
23.8 


-146 
-100 
-30 
-27 
213 
-12 
177 
209 
438 
831 
759 


-26.9 

-18.5 

-5.5 

-5.0 

39.3 

-2.2 

32.7 

38.6 

80.8 

153.3 

140.0 



40 



State Normal Schools 



Northern State Normal School 

Marquette had 292 students in 1910-11. In 1921 there were. 490, an increase of 
67.8%. During this period there were big fluctuations in growth but the curve 
never dropped below the 1910-11 level. 

The summer school has increased from 296 in 1910 to 1,083 in 1921, a gain of 
265.9 %. This is the largest summer growth of any of the four schools. 

This is shown in Table 6 and diagram 10. 























1 
1 




GROWt 






lOKTHEI 


N STA 


TE NOI 


?MAL ^ 


C1IO0L 




1 
1 
1 








MAW 


?uetteJ 


MICH I 


QAN 








1 . 






A 


inua I 1 


►ver 1< 


i df 1 
10-11 


aereas 


> 






t 

1 






















t 
1 






















f 
1 












,*' 


"-^ttimsc 


f 




/ 
y 
^ 
* 












/ 


** 




*«^ 


y- 


' 












/ 
/ 


/ 


S^egt 


lar 






/ 








' y 


/ ^^^ 




\ 




V 




/ 


^ 


.--' 


\ 


/ 








• 


N 







216 



no 



226 



2M 



17$ 



160 



126 



100 



76 



60 



26 



1910 1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 

1911 1912 1913 1914 1915 1916 1917 1918 1919 1920 1921 1922 



DIAGRAM 10 
TABLE 6— GROWTH OF NORTHERN STATE NORMAL SCHOOL 





Regular Session 


Summer Session 


Year 


Enroll- 
ment 


Inc. over 
1910 


% Inc. 


Enroll- 
ment 


Inc. over 
1910 


% Inc. 


1910-11 


292 
358 
380 
305 
395 
437 
500 
374 
395 
322 
366 
489 






296 
345 
378 
408 
413 
566 
623 
534 
505 
568 
666 
1083 






1911-12 

1912-13 

1913-14 

1914-15 

1915-16 

1916-17 

1917-18 

1918-19 

1919-20 

1920-21 

1921-22 


66- 

88 

13 

103 

145 

208 

82 

103 

30 

74 

197 


22.6 
30.1 
4.5 
35.3 
49.7 
71.2 
28.1 
35.3 
10.3 
25.3 
67.5 


49 
82 
112 
117 
270 
327 
238 
209 
272 
370 
787 


16.6 

27.7 

37.8 

39.5 

91.2 

110.5 

80.4 

70.6 

91.9 

125.0 

265.9 



SuBVEY OF Needs 41 



Chapter VI — Sources of Students 

Michigan State Normal College 
Regular Session 

Michigan State Normal College in the regular year 1916-17 had an enrollment 
of 1,825 students, including 1,533 from the lower peninsula of Michigan, 160 from 
the upper peninsula, 129 from other states and three from Canada, 

Of the 83 counties in the state 79 were represented in the enrollment. ^ In 
general the southeastern section of the state, including 20 counties, furnished the 
largest portion of the student body. The northwestern section of the lower penin- 
sula bordering on Lake Michigan from Emmet to Muskegon counties furnished a 
considerable share as did the counties lying diagonally from Muskegon to Wash- 
tenaw county. Each county in the upper peninsula was represented in the en- 
rollment. Those counties on the northwest extremity of the state sent the major 
part of the students from the upper peninsula. Of the total enrollment for the 
year 8.8% came from the upper peninsula. 

Of the 129 students from other states 64 came from Ohio, 24 from Indiana and 
the remaining 41 from twelve other states. 

In 1921-22 the enrollment was 1,527 students, including 1,373 from the lower 
peninsula, 75 from the upper, 75 from other states, three from Canada and one 
from Porto Rico. 

The 1921-22 enrollment was, in general, drawn from the same territory as in 
1916-17. There is a noticeable thinning out in the northerly counties of the 
northwestern section of the lower peninsula and in the northwest section of the 
upper peninsula. There were 85 fewer students from the northern peninsula in 
1921-22 than there were in 1916-17. These data are shown graphically in 
diagram 11. 

Sumnner Session 

Michigan State Normal College enrolled 1,939 students for the summer session 
of 1916, 1,608 for that of 1917, 1,475 for 1918, 1,514 for 1919, 1,705 for 1920 and 
2,004 for 1921. 

Students in the summer sessions of these years came from practically the same 
sections as did those who attended the regular sessions. The majority came from 
the southeastern section of the state while numbers came from those counties 
lying diagonally from Washtenaw to Muskegon and from the northwest section 
of the lower peninsula. In the last two summer sessions a tendency to draw more 
students from the northeastern side of the lower peninsula has become apparent. 

The source of students in the 1921 summer session is shown in diagram 12. 



-For detailed report see Appendix, Tables II and LXXX. 



42 



State Normal Schools 




Survey of Needs 48 



Western State Normal School 
Regular Session 

Western State Normal School during the regular year 1916-17 had an enrollment 
of 903 students, including 847 from the lower peninsula of Michigan, 35 from the 
upper peninsula and 21 from other states. 

The southwestern section of the state furnished the greater part of the enroll- 
ment.^ The counties within this section were fairly evenly drawn from, with the 
exception of Kalamazoo w^hich furnished more than any other county. Students 
were drawn from those counties bordering on Lake Michigan as far north as Che- 
boygan. Fifteen of the 35 students from the upper peninsula came from Dickin- 
son county. 

The enrollment in 1921-22 was 1,294 including 1,211 from the lower peninsula, 
55 from the upper and 28 from other states. 

The increased enrollment came from the same sections as in 1916-17. The most 
noticeable increase occurred in the southwestern section where every county 
within that section in 1921-22 showed an increase over 1916-17. Those counties 
bordering the southwestern section show increases indicating an expansion of 
territory. In the upper peninsula Houghton county furnished 20 students while 
nine came from Dickinson. The remaining 26 came from all sections of the upper 
peninsula as in 1916-17. These data appear graphically in diagram 13. 

Summer Session 

Western State Normal School in the 1916 summer session enrolled 1,222 stu- 
dents; in 1917 there were 896 enrolled; in 1918, 1,011; in 1919, 1,004; in 1920, 1,033; 
and in 1921, 1,608. 

In the main, summer session students for these years were drawn from the same 
territory as those of the regular academic session. The southwestern section of 
the state furnished the greater number of students. The tendency in 1920 and 
1921 was one of expansion of the southwestern section to the east. 

The source of 1921 summer session students is shown in diagram 14. 



— For detailed report see Appendix, Table III, 



44 



State Normal Schools 




. I 



Survey of Needs 45 



Central Michigan Normal School 
Regular Session 

Central Michigan Normal School in the regular year 1916-17 enrolled 508 
students ; 496 came from the lower peninsula of Michigan, six from the upper and 
six from other states. 

Central Normal drew students from the central section of the state, from the 
Saginaw bay district and from the northwestern section of the lower peninsula. ^ 
The territory to the south of the college contributed more students than the terri- 
tory on either the east or the west. The northwest section of the lower peninsula 
contributed in lesser numbers than did the territory to the south. 

In 1921-22 the enrollment was 634, including 628 from the lower peninsula, 
four from the upper and two from other states. 

The increased enrollment was drawn from the same territory as in 1916-17. 
Slight increases were made in the south of the central section of the state, while a 
noticeable increase was obtained from some of the counties in the northwest sec- 
tion. The data for the 1921 summer session are shown in the following map. 

Summer Session 

Central Michigan Normal School in the summer session of 1916 enrolled 530 
students; in the session of 1917, 719; in 1918, 751; in 1919, 980; in 1920, 1,373 and 
in 1921, 1,301. 

The students were widely drawn from central and northern sections of the lower 
peninsula. This territory, in general, is the same that furnished students for the 
regular year sessions. The tendency of the past two years is towardjobtaining a 
greater number from the northwest and northeast sections as well as from the 
central section. This is shown in diagram'l6. 

1 — For detailed report see Appendix, Tables IV and LXXX. 



46 



State Normal Schools 




Survey of Needs 47 



Northern State Normal School 
Regular Session 

Northern State Normal School in the regular year 1916-17 enrolled 500 students 
including 485 from the upper peninsula of Michigan, seven from the lower penin- 
sula and eight from other states. 

Of the 485 enrolled from the upper peninsula 428 came from Marquette, Hough- 
ton, Gogebic, Iron, Dickinson and Menominee counties while 57 came from the 
nine remaining counties.^ 

In 1921 the enrollment w^as 490. There were 479 from the upper peninsula, 
10 from the lower and one from one other state. Of the 479 from the upper penin- 
sula 409 came from Marquette, Houghton, Gogebic, Iron, Dickinson and Menom- 
inee counties while the nine remaining counties contributed 70 to the enrollment. 
The 1921-22 registration is shown in diagram 17. 

Summer Session 

Northern State Normal School for the summer session of 1916 had an enroll 
ment of 623 students; for that of 1917, 534; in 1918, 505; in 1919, 568; in 1920, 666 
and in 1921, 1,083 students. 

Summer sessions at Northern State are largely attended by students from all 
counties in the upper peninsula and a good number from the lower peninsula, 
differing in that respect from the regular year enrollment. 

The 1921 summer registration is shown in diagram 18. 



-For detailed report see Appendix, Tables V and LXXX. 



48 



State Noemal Schools 




Survey of Needs 



49 



Chapter VII — Placement of Graduates 

The data on placement of graduates represents only such placements as were 
made by the placement bureaus of the colleges. Many of the graduates secure 
positions for themselves. It is the opinion of the college authorities that the greater 
number of graduates are placed in Michigan, most of them in or near the towns 
from which they come. 

Michigan State Normal College 

Michigan State Normal College in the year 1916-17 graduated 995 teachers and 
secured teaching positions for 496 or 49.9 % of its graduates in the state of Michi- 
gan. ^ This number was placed for the most part in the southeastern, south central 
and western sections of the lower peninsula, although 44jgraduates were employed 
in the upper peninsula. 

Placements for the years following through 1920-21 were, in general, distributed 
through the same sections as in 1916-17, except that placements in the upper 
peninsula have decreased to seven in 1920-21. 

In 1917-18 Michigan State placed 44.4% of its graduates in Michigan; in 1918-19, 
44%; in 1919-20, 48.6%; in 1920-21, 47.8%. Over these years an average of 47% 
of its graduates have been placed in Michigan. 

Placements made in 1920-21 are shown in diagram 19. 

MICHIGAN STATE NORMAL COLLEGE 




DIAGRAM 19— Placement of Graduates, 1021. 
Appendix, Table II. 



50 



State Normal Schools 



Western State Normal School 

Western State Normal School in 1916-17 placed 242 or 70.1 % of its 345 graduates 
in teaching positions in Michigan. ^ Placements were made in large proportion 
in the southwestern section of the state, although a number were placed in the south 
central and south eastern sections. 

The general distribution of graduates in the years following 1916-17 through 
1920-21 was practically the same as in 1916-17, although placements in the south 
central section have decreased to some extent. 

Placements in 1917-18 were 63.8% of the number graduated; in 1918-19 they 
were 76.1% and in 1919-20, 63.4%. The average per cent over these years is 
68.3%. 

Placements made in 1920-21 are shown in diagram 20. 



WESTERN STATE NORMAL SCHOOL 



<:s 




DIAGRAM 20 — Placement of Graduates, 1921. 
-See Appendix, Table III. 



Survey of Needs 



51 



Central Michigan Normal School 

Central Michigan Normal School in 1916-17 graduated 265 teachers and found 
teaching positions in Michigan for 239 or 90.2 %.i These were distributed mainly 
in the central section, while a number were placed in the northwest section of the 
lower peninsula. 

In 1917-18, 1918-19,1919-20, and 1920-21 a tendency to place more teachers in 
the thumb district has become apparent. Central Normal placed 86.9% of its 
1917-18 graduates in Michigan; 85.3% in 1918-19; 85% in 1919-20, and 79.2%, in 
1920-21. The average per cent over these years is 85.5%. The 1920-21 place- 
ments are shown in diagram 21. 



CENTRAL MICHIGAN NORMAL SCHOOL 



MICHIGAN j< 




DIAGRAM 21 — Placement of Graduates, 1921. 
' — See Appendix, Table IV. 



52 



State Normal Schools 



Northern State Normal School 

Northern State Normal School in 1916-17 graduated 195 teachers and found 
teaching positions in Michigan for 150 or 76.9 %.i The majority were placed in 
Houghton, Gogebic and Iron counties, while none were placed in Menominee, 
Mackinaw or Keweenaw counties. The same was true of the distribution in 1917- 
18, save that Marquette county placements increased. Placements in 1918-19 
were generally the same as in the year previous with five placed in Menominee 
county. Practically the same distribution was made in 1919-20 and 1920-21 
although in these years a few placements were made in the lower peninsulo. 

In 1917-18 the placements were 82% of the number graduated; m 1918-19, 
95.5%; in 1919-20, 78%, and in 1920-21, 85.5%, while the average per cent of 
graduates placed in Michigan from 1916-17 through 1920-21 was 83%. The 1920- 
21 placements are shown in diagram 22. 



NORTHERN STATE NORMAL SCHOOL 




DIAGRAM 22 — Placement of Graduates, 1921. 
1 — See Appendix, Table V. 



SuBVEY OF Needs 53 



SUMMARY 

1. All of the state normal schools suffered a setback because of 
the war but had recovered by the fall of 1921 when 3,945 students 
were registered, 32.6% more than 1910-1911. 

2. The growth curves of all four schools are quite irregular al- 
though the general tendency is upward. 

3. The summer school growth has exceeded that of the regular 
session except at Western State. 

4. The source of students from counties within the state shows 
a fairly distinct distribution for each. Both Michigan State and 
Western State draw rather heavily from one or more of the upper 
peninsula counties which by geographical location should natur- 
ally fall in the Northern State district. 

5. A natural districting has been developed unconsciously, each 
school drawing most of its students from the territory immediately 
surrounding it. This app>ears to have worked out so well that any 
plan of artificial districting would not seem desirable. 

6. The great majority of the graduates are placed in Michigan, 
although the records of the several placement bureaus do not show^ 
this. College officials state that many return to teach in or near 
their home towns where positions are secured for them by friends 
on the basis of personal knowledge. The schools are really serving 
the function for which they were created, viz., to furnish teachers 
in sufficient numbers for Michigan public schools. 



54 State Normal Schools 

Chapter VIII— The Physical Plant 

The present condition of the physical plant, its development, capacity and use 
will be considered in this chapter. 

A brief discussion of the theory of educational building-use must preface these 
individual studies. In the past there may have been a period when building-use 
was relatively unimportant but, with the mounting cost of education and increase 
in other public expenditures, the financial burdens of the people are increasing 
rapidly, while the ability to meet them will be somewhat hampered by the industrial 
conditions of the post war period. It will be necessary therefore during the next 
decade for state educational institutions to give careful attention to the develop- 
ment of more effective use of the school plant. 

In this report two terms are used to describe different types of capacity: 

1. STANDARD CAPACITY 

By standard capacity is meant the total number of students who 
could be cared for in the school plant at any one time upon the basis 
of a proper relationship of individuals to square feet of floor area or 
cubic feet of air space. 

2. USABLE CAPACITY: (REASONABLE CAPACITY) 

By usable capacity or reasonable capacity is meant the number of 
students who can be accommodated at any one time in the school 
plant on an arbitrary percentage of the standard capacity. 

Generally speaking, it is fair to assume that a college building adapted to the 
educational program should function up to 80% of its room capacity and to at 
least 50% of its standard capacity. 

This is much lower than commercial usage and much higher than average pres- 
ent academic use throughout the country. 

In secondary school practice it is now customary to set the usable capacity at 
80% of the standard capacity. Careful study of this statement will make appar- 
ent its reasonableness. As capacity varies with the length of the school day, it 
is again reasonable to assume that a college building should be used eight hours 
each day and at least four hours on Saturday, making a 44 hour week. Upon this 
assumption, with the usable capacity set at 50%, with the average student load 
of 16 recitation or laboratory periods weekly, a college building can care for prac- 
tically three times the usable capacity of the plant at a single period. An example : 

Let us assume a building that on the basis of 50% of its standard 
capacity at any period could care for 500 students. As these students 
average 16 recitation periods a week they could actually be cared for 
if the building were open 16 hours weekly or three hours daily. By 
increasing the building day to eight hours with four more on Saturday, 
or a total of 44, it is possible to increase the capacity to approximate- 
ly 1,500 instead of 500 students without unduly crowding the build- 
ing. 

Survey Procedure 

In making this plant survey of Michigan state normal schools the following 
procedure was followed. 

1. The building survey was made through the use of questionnaires. These 
questionnaires were sent to each of the four state normal schools where the data 
was gathered for one week under the direction of th3 administrative officers of 



Survey of Needs 



55 



each college and presented by them to the director of the survey. In doubtful 
cases the college involved was consulted personally or by correspondence until the 
situation was cleared up. 

2. Method of ascertaining standard capacity: 

The following bases were used in determining the standard capacities: 

a. A week of 44 clock hours was used in buildmgs devoted to the instruction of 
normal ccUege students, eight clock hours every day and four hours from 8 a. m. 
to 12 N. Saturday. 

b. A week of 25 clock hours was used in buildings devoted to the instruction of 
pupils in the elementary training schools or five clock hours five days a week. 
Thirty instruction hours was the basis for one week in the training high school, 
or six clock hours five days a week. 

c. The use of each room and building was based on standard capacity and was 
ascertained by the following formulae: 

1. If the height of a room was 12 feet or less than 12 feet the cubic 
contents were divided by 240 to secure the standard capacity. 

2. If the height of a room was more than 12 feet the area in square 
feet was divided by 18 to secure the standard capacity. 



Michigan State Normal College 

Campus 

The campus at Ypsilanti mcludes about 65 acres at the present time. This 
represents a gradual enlargement by purchase and gift since 1852 when the original 
campus of 5.9 acres was purchased by the state and city. Almost 30 acres of this 
have been given to the state by the city, the alumni and the athletic association. 
The land has been secured at very reasonable cost and has since greatly increased 
in value. The college was fortunate in that the administration realized the value 
and necessity of an inspirational setting as well as of a good sized campus to care 
for a growing school. Michigan State has the finest campus of the state schools. 
The manner of acquisition, the acreage and the cost of this land is shown in the 
following table. 

TABLE 7— PRESENT GROUNDS 



Year Acquired 


Acres 


Cost 


By whom purchased 


1852 


5.935 

1.5 

3 

5.5 

4 
10 
10 

4 

3^ block 
10 

1 lot 

2 lots 
1 lot 


900 
1,500 
8,500 
6,000 
4,000 
1,000 
1,200 
3,000 
10,500 


Citj^ and State 


1893 


City and lecture committee 


1895 


Citizens 


1902 


Citizens 


1904 


State 


1904 


State 


1905 


State 


1913 


State 


1913 


State 


1919 


Alumni & Athletic Association 




400 


Citizens 

City 

State 




5,800 



56 



State Normal Schools 



TABLE &— PHYSICAL PLANT 



Building 


Year 


Year of 
building 
additions 


Type 


Total 
Cost 


By whom built 


Original building. . . 
Destroyed by fire . . 
Rebuilt 


1852 
1859 
1860 

1873 




All purposes 
Gym. classes 


$15,200 
1,200 


State & Citizens 


Old gymnasium 
destroyed by fire. . . 


State 


Conservatory 

Wrecked for site of 
administration 
building 


1865 
1914 




Tr. school till 
1882, then 
con. classes 


12,500 


State & Citizens 


Front addition to 
Main building 

Rear addition 
Main building 




1878 
1882 


Classrooms 

Training 
school 


43,347 
25,000 


41347-State 
2000 Citizens 

State 


North & south 
wings Main build- 
ine 




1888 


library, lit. 
societies, 
study halls, 
class rooms 


60,000 


State 






Lavatories & toilets. 




1892 




8,000 


State 


Gymnasium 


1894 




Gym. classes 


20,000 


State 


Training school 


1897 




Training sch. 


25,000 


State 


Starkweather Hall. . 


1897 




Y.M.C.A. & 
Y.W.C.A. 


10,000 


Bequest 


Wings of training 
school 




1900 


Training 
school 


15,000 


State 


Science building 


1902 




Chemistry, 
physics & 
nat. science 


55,000 


State 


Addition to train- 
ing school 


1913 


1909 


Home 
economics 
Gym. classes 


30,000 
30,000 


State 


Men's gymnasium. . 


State 


Health cottage 
bought in 1913 






Hospital 


5,500 


State 


Auditorium 

President's res- 
idence bought 


1915 
1915 




Conserv. 

classes 

auditorium 


159,000 
8,000 


State 
State 


Administration 
building 


1918 




Offices, 
classrooms 


185,000 


State 



Survey of Needs 



57 



Physical Plant 

The original building was erected in 1852 and destroyed by fire in 1859. It was 
rebuilt in 1860. Several of the other older buildings have been destroyed by fire 
or wrecked after having become obsolete. Some of the older buildings are still in 
existence and in constant use. They are grave fire hazards and should be replaced 
as soon as possible. The present plant may be divided into two groups, (1) modern 
buildings that will function for many years and (2) buildings that must be elimin- 
ated at an early date. 



MODERN 



OBSOLETE AND UNSAFE 



Main building 

Rear addition- main building 

North wing-main building 



Administration building 

Auditorium 

Men's gymnasium 

Women's gymnasium 

Science building 

Training School 

Intermediate and High Training School (allowed but not yet constructed) 

The development of the physical plant is shown in Table 8. 



Capacity 

As the plant now exists, including obsolete buildings, but excluding training 
elementary and training high schools and the auditorium, this school has a standard 
capacity at any one period of 3,178. If we assume a reasonable use to be 50% of 
the standard capacity the plant has a usable capacity of 1,500 at any single period. 
It would then, upon the basis of a 44 hour week, be possible to care for approxi- 
mately 4,500 students. The registration in the 1921 fall quarter was 1,527. 

The total floor area in square feet is 114,508. Of this 73,694 or 64.4% is available 
for instruction purposes. Administration requires 21.6%; 8.4% is devoted to an 
assembly hall and the balance to operation and accessories. This is shown in 
figures in Table 9 and in per cents in Table 10. 



TABLE 9— DISTRIBUTION OF FLOOR SPACE IN SQUARE FEET 



Building 


Total Floor 
Space 

sq. ft. 


Instruction 
Floor Space 

Space 

sq. ft. 


Administra- 
tion Floor 
Space 
sq. ft. 


Assembly 
Floor 
Space 
sq. ft. 


Operation 
Space 
sq. ft. 


Toilets, etc. 
Floor 
Space 
sq. ft. 


Adminis- 
tration . . . 
Maini. . . 
Science . . . 
PeaseAud- 
itorinm . . . 
Gymna- 
sium 


25,210 
32,022 
21,572 

16,525 

19,179 


12,209 
26,488 
17.615 

2,288 

15,094 


10,375 
4,622 
3,957 

2,737 

2,990 


9,600 


638 

300 
255 


1,988 
912 

1,600 
840 


Total 


114,508 


73,694 


24,681 


9,600 


1,193 


5,340 



-Does not include space used for high training school in Main Building. 



58 



State Normal Schools 



TABLE 10— PER CENT DISTRIBUTION OF FLOOR SPACE 



Building 


Total 
per cent 


Instruction 
per cent 


Administra- 
tion 
per cent 


Assembly 
per cent 


Operation 
per cent 


Toilet, etc. 
per cent 


Adminis- 
tration . . . 


100 
100 
100 

100 

100 


48.4 
82.7 
81.7 

13.9 

78.7 


41.2 
'14.4 

18.3 

16.6 
15.6 




2.5 


7.9 


Main 




2.9 


Science. . . 








PeaseAud- 
itorium. . . 
Gymna- 
sium 


58.1 


1.8 
1.3 


9.6 
4.4 








Total 


100 


64.4 


21.6 


8.4 


1.0 


4.6 



Seating Capacity 

The total standard and actual present seating capacities of each building were 
tabulated. The total seating capacity of the normal plant, excluding the audi- 
torium, is 2,789. The standard capacity is 3,178, or an underload of 389 seats 
or 12.2%. The present demands upon the plant are such, however, that the 
administration is justified in not attempting to raise the seating capacity to the 
maximum. This relationship is shown in Table 11. 

TABLE 11— COMPARISON OF SEATING AND STANDARD CAPACITIES 

BY BUILDINGS 



Building 


Seating 
Capacity 


standard 
Capacity 


Difference 


% Increase 

Possible in 

Seats 


Administration 


411 

1140 

640 

112 

486 


558 

1336 

748 

97 

439 


147 
196 
108 
-15 
-47 


26.3 


Main 


14.7 


Science 


14.4 


Pease Auditorium^ 


-15.5 


Gymnasium ^ 


-10.7 






Total Normal Plant . 


2789 


3178 


389 


12.2 







Plant Use by Rooms 

The use of the plant by periods is shown in per cents in Table 12. The total 
room use is 34.2%. This is secured by multiplying the number of rooms by the 
possible periods of use and comparing this with the actual room use by periods. 

TABLE 12— PER CENT OF ROOM USE BY PERIODS 



Building 


Total 
Periods 


Periods 
Used 


Per cent 


Administration 

Main 

Science 

Gymnasium 

Pease Auditorium ^ 


660 
1232 
924 
264 
220 


145 
532 
217 
92 
142 


22.0 
43.2 
23.5 
34.9 
64.6 






Total Normal Plant 


3300 


1128 


34.2 



1 — Includes only instructional space. 
2 — Includes rooms 11 and 12. 



Survey of Needs 



59 



Plant Use Based upon Attendance 

Table 13 shows the relationship of attendance to standard capacity. The use 
of the normal plant is 18.7% of the standard capacity, leaving a margin of 31.3% 
for possible expansion, assuming that the present plant is perfectly co-ordinated 
with the program. 

TABLE 13— PER CENT OF USE BY BUILDINGS ON THE BASIS OF AT- 
TENDANCE 



Building 


Standard 

capacity 

for 1 week 


Attendance 
for 1 week 


Per cent use 

of standard 

capacity 


Administration 


24,552 

58,784 

32,912 

4,268 

19,316 


2,727 
15,914 
3,535 
1,376 
2,639 


11 1 


Main 


27.1 


Science 


10.7 


Pease Auditorium^. 


32 2 


Gymnasium 


13.7 






Total Normal Plant 


139,832 


26,191 


18.7 







The table from which these per cents were derived appears in the Appendix as Table VI. 

The same data are shown in greater detail in per cents in Table 14, and are trans- 
lated graphically in diagram 23. 

A study of this table and the accompanying diagram shows that the actual use 
of the normal plant by periods reaches its highest point from 2:00 to 3:00 p. m. 
The use at this period is 28% of the standard capacity. The lowest use is from 
4:00 p. m. to 5:00 p. m. when it falls to 5%. The plant is already in use eight 
hours daily. 



PEU CENT OF PLANT USE BY 
MICHIGAN STATE NORJliAL COLLEGE 

f> : : 



PERIODS 



Possible Use 100 



8 - 


9 


20.0 


9 - 


10 


23.4 


10 - 


11 


20.7 


11 - 


12 


14.4 




2 


23.1 


2 - 


3 


28.2 


3 - 


4 


13.9 


4 - 


5 


5.4 



il^ll^Hl^mi^H^HHi^^Hi 




Reasonable 
Expectancy 


























^■1 













% 




50 



00 @ 



DIAGRAM 23 
-This figure includes only instruction rooms in Pease auditorium. The auditorium, main 
floor and studio capacities and attendance for these flre excluded. 



60 



State Normal Schools 



TABLE 14— USE OF BUILDINGS BY PERIODS IN PER CENTSi 



Building 


Total 

stand 

cap. for 

IwL 


Stand 
cap. for 
1 a.m. 
Hour 
thra6 
days 


Stand 
cap for 
1p.m. 
Hour 
thru 5 
days 


Per cent use by periods 
6 days 5 days 


Per 
cent 
use 
Mom- 
ing 


Per 
cent 

use 
After- 
noon 


Total 
per 
cent 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


3-4 


4-5 


use 


Administration.... 


24; 552 


3,348 


2,790 


14.9 


17.3 


15.6 


4.6 


8.0 


19.5 


7.5 




13.1 


8.8 


11.1 


Main 


58,784 


8.016 


6,680 


24.7 


37.5 


30.8 


20.6 


34.6 


45.8 


16.3 


5.3 


28.4 


25.5 


27.1 








32,912 


4,488 


3,740 


16.9 


10.6 


9.9 


7.6 


20.0 


13.7 


6.6 


3.2 


11.3 


10.1 


10.7 






Pease Auditorium. 


4,268 


582 


485 


62.5 


25.3 


28.0 


32.0 


34.4 


35.3 


21.2 


15.5 


36.9 


26.6 


32.2 


Gymnasium 


19,316 


2,634 


2,195 


8.1 


9.8 


13.1 


16.1 


10.1 


9.0 


25.7 


18.8 


11.8 


15.9 


13.7 


Total Normal 
Plant . 


139,832 


19,068 


15,890 


20.0 


23.4 


20.7 


14.4 


23.1 


28.2 


13.9 


5.4 


19.6 


17.6 


18.7 







Training School 

The training school at Ypsilanti consists of one elementary building erected 
specifically for that purpose in 1897 and the high school, located on the fourth 
floor of the main building, in rooms that are poorly adapted to this purpose from 
health, safety and educational standpoints. 

The elementary school has a usable capacity at any period of 426. It shows a 
70.5% use. These data are given in Table 15. 



TABLE 15— USE OF BUILDINGS BY PERIODS 



Building 


Total 
stand 
cap. for 
Iwk. 


Stand 
cap. for 
1 a.m. 
Hour 
thru 5 
days 


Stand 
cap. for 
1 p.m. 
Hour 
thru 5 
days 


Total use of each period 5 days 


Total 
a. m. 
at- 
tend- 
ance 
Iwk. 


Total 
p. m. 
at- 
tend- 
ance 
Iwk. 


Total 
at- 
tend- 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


ance 
Iwk. 


Elementary Train- 
ing School 


10,650 


2,130 


2,130 


1184 


1576 


1669 




1809 


1266 


4429 


3075 


7604 


High Training 
School 


12,320 


1,720 


1,720 


491 


555 


291 


481 


336 


417 


1818 


753 


2671 







Present Demands 

Upon the basis of the 1920 class program the space requirements called for 201 
classes to satisfy a registration of 1,295. Twenty-four classes require laboratories, 
29 the gymnasium, 12 special rooms such as manual training, cooking, etc., and 
10, studios. This distribution demands, upon an eight hour day, approximately 
20 classrooms, 5 laboratories, 2 shops and 1 art studio. There are at present 60 
classrooms and 15 laboratories and shops. This is merely stating in more specific 
terms of subject use the index of 34.2% for room use^ and 18.7% for use on the 
basis of standard capacity^ presented earlier. 

This class distribution is shown in Table 16. 



1 — The table from which these per cents were derived appears in the Appendix as Table VI. 
2— Table 12. 
9 — Table 13. 



SuKVEY OF Needs 



61 



WEEKLY ROOM USE BY PERIODS 
MICHIGAN STATE NORMAL COLLEGE 



Monday 



Tuesday Wednesday Thursday 



Friday 



ADMIN. BLDG. 

#3 

#4 Man. Training 

#8 Kitchen 

#10 Lathe 

#107 

#108 

#109 

#111 Faculty 

#200 

#204 

#205 

#206 

#207 

#208 

#209 



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SCIENCE BLDG. 

# 1 Lab.i Lectxxre 

# 2 Lab.& Lecture 

# 3 Lab. 

# 4 Lab. 

# 6 

# 8 

#11 Lab. 

#12 Shop 

#13 

#14 Lab. 

#15 Lab. 

#16 Lab. 

#18 Lab. 

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Hi 




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DIAGRAM 24 



62 



State Normal Schools 



TABLE 16— DISTRIBUTION OF CLASSES BY SUBJECT 

1920 



Course of study 



No. of 
classes 



Membership 



Per cent of 
membership. 



Education 

Health 

Languages 

English 

Foreign 

Exact Science 

Mathematics .... 

Agriculture 

Physics 

Chemistry 

Botany 

Zoology 

Physiology 

Social Sciences 

Vocational 

Commercial 

Home Economics 

Mechanic Arts . . . 
Fine Arts 

Music 

Art 



27 
29 

32 

18 

16 
3 
8 
5 
3 
3 
2 

21 



972 
,079 

822 
272 

328 
35 
81 
79 
68 
35 
24 

431 



19.4 
21.5 

16.4 
5.4 

6.5 

.7 

1.6 

1.6 

1.4 

.7 

.5 

8.6 



7 
5 

14 

8 



67 
46 

272 
397 



1.5 
.9 

5.4 
7.9 



Totals 



201 



5,008 



100. 



Present Capacity 

The present plant, ^ upon the basis of present use, has enough classroom, labora- 
tory, studio and gymnasium capacity to care for a registration of 4,500. Vocation- 
al subject work has not developed to any degree at this school owing to former state 
policy. The present facilities are probably inadequate for future development in 
this field, but ample provision could be made for both when the central wing of the 
present building is replaced. The library has capacity for a 580 school registra- 
tion. 

As stated earlier in this chapter the central portion of the main building is a 
grave fire hazard and entirely inadequate for modern educational purposes. The 
rooms were designed to meet the needs of half a century ago. The ventilation 
is poor and the quarters in which the high school is housed are bad from every 
standpoint. 

SUMMARY 



7. 



The campus is adequate in size, and plans for its development 

are excellent. 

The plant has a usable capacity of 4,500 students upon the 

basis of a 44 hour week. 

The room use of the normal plant is 34.2%. 

The actual use, attendance in relation to standard capacity, 

is 18.7%. 

The plant is fairly well adjusted to the present program, except 

in respect to vocational subject quarters. 

The library facilities are adequate for a school of not more than 

600 students. 

The laboratory equipment is insvifficient for the needs of the 

school. 



-See Appendix, Table X. 



Survey of Needs 



63 



Western State Normal School 
Campus 

This is the youngest of the teacher training schools. The campus consists of 
46 acres which cost $78,000 to acquire, of which $43,000 was raised by popular 
subscription and $35,000 contributed by the state. The campus is beautifully 
located on rising ground, affording many opportunities for inspirational beauti- 
fication. The method by which this property was acquired is shown in Table 17. 

TABLE 17— PRESENT GROUNDS 



Year acquired 


Acreage 


Costi 


By whom purchased^ 


1904 


20 


$24,000 


City School District 
Kal amazoo 






1912 


14.40 


$12,000 


$5,000 State 

$7 , 000 Popular Subscription 




1917 


1.60 


$14,500 


$2,500 State 

$12,000 Popular Subscription 




1916-1919 


5 


$17,500 


State 






1921 


5 


$10,000 


State 






Total 


46 


$78,000 





Physical Plant 

The physical plant is fairly modern. The first building was erected in 1904-05 » 
and the last was completed in 1921. The present plant consists of a three-unit 
building connected by corridors, containing administration quarters, library, 
gymnasium, recitation rooms, and the training school. A central heating plant 
serves this unit as well as the science and manual arts buildings. A library was 
allowed by the last legislature upon which construction has already been started. 
All of these buildings were erected by the state. This is shown in Table 18. 

TABLE 18— PRESENT BUILDINGS 



Year of build- 
ing original 
buUding 


Years of build- 
ing additions 


Type 


Total costs 


Sq. Ft. class- 
room space 


By whom 
built 


1904-05 




Adm. Bldg. 


$60,000 


15,423 


State 




1907-08 


Gymnasium 


$60,000 


7,847 


State 




1907-08 


Recitation 


$15,000 




State 




1909-10 


Train. Sch. 


$62,500 


11,696 


State 




1913-14 


Heat. Plant 


$40,000 




State 




1913-14 


Science 
Bldg. 


$75,000 


20,786 


State 




1920-21 


Manual 
Arts Bldg. 


$100,000 


11,523 


State 



1 — Does not include cost of improvements. 

2 — State, Alumni, Faculty, citizens, bequest, etc. 

« — These figures do not include built-in equipment. 



64 



State Normal Schools 



Capacity 

The normal plant has standard capacity at any single period of 1,747. Con- 
sidering 50% of this as a reasonable expectancy of use the plant can care for 870 
students at a single period. Upon the basis of a 44 hour week the usable capacity 
would be 2,600 students, if the use of classrooms by the high school were eliminated 
and the plant were properly balanced. This school had a fall term registration of 
1,294 students. 

The normal plant as in operation in 1921 has a total floor space of 67,099 square 
feet, of which 55,579 or 82.8% is devoted to instruction. Of this 29,379 square 
feet are used part of the time by the high school classes. The distribution of floor 
space is shown in figures in Table 19 and in per cents in Table 20. 

TABLE 19— DISTRIBUTION OF FLOOR SPACE IN SQUARE FEET 



Building 


Total 

floor space 

sq. ft. 


Instruction 

floor space 

sq. ft. 


Adminis- 
tration 
floor space 
sq. ft. 


Assembly 

floor space 

sq. ft. 


Operation 

floor space 

sq. ft. 


Toilet etc. 

floor space 

sq. ft. 


Administration 

Science 

Manual Arts . . 
Gymnasium. . . 


20,304 
25,121 
13,027 

8,647 


15,423 

20,786 
11,523 

7,847 


1,700 

3,635 

1,082 

800 


2,533 


22 


648 
700 
400 


Total Normal 
Plant . . 


67,099 


55,579 


7,217 


2,533 


22 


1,748 







OF FLOOR SPACE 



Bmlding 


Total 
per cent 


Instruction 
per cent 


Adminis- 
tration 
per cent 


Assembly 
per cent 


Operation 
per cent 


Toilet etc. 
per cent 


Administration 

Science 

Manual Arts . . 
Gymnasium . . . 


100.0 
100.0 
100.0 
100.0 


76.0 

82.7 
88.5 
90.8 


8.4 

14.5 

8.3 

9.2 


12.4 


.2 


3.2 
2.8 
3.1 


Total Normal 
Plant. . . 


100.0 


82.8 


10.7 


3.8 


.1 


2 6 







Seating Capacity 

In both the administration group and scieuce buildings the seating capacity is 
in excess of the standard capacity. In the total normal plant this amounts to 249 
seats. Standard capacity was used in this study eliminating this factor of over- 
load in seats. The relation between standard capacity and seats is shown in 
Table 21. 

TABLE 21— SEATING CAPACITY AND STANDARD CAPACITY BY 

BUILDINGS 



Building 


Seating 
capacity 


Standard 
capacity 


Diflference 


Administration 

Science 


829 
827 
116 
224 


673 
734 
116 
224 


-156 
- 93 


Manual Arts 





Gymnasium 





Total . 


1,996 


1,747 


-249 







Survey of Needs 



65 



Room Use 

The room use by buildings on the basis of periods is shown in Table 22. This 
college has no high training and practice school building and has overcome to 
some extent this difficulty by using at certain periods part of the normal plant. In 
determining room use therefore this use of the plant by two different units must be 
given careful consideration. 

In Table 22a it has been assumed that the entire plant should be devoted to 
the use for which it was designed. Upon this assumption the room use of the 
entire normal plant by the college is 41.1 % of the possible use on a 44 period basis. 
In Table 22b the use of portions of the buildings by the high school is shown to be 
32.6%. 

In Table 22c the combined room use by both college and high school is 47.4% 
of the total possible use. 



TABLE 22— PER CENT OF ROOM USE BY PERIODS BY BUILDINGS 

(a) Use by school 



Bmlding 


Total 
Periods 


Periods 
used 


Per cent 
use 


Administration 

Science . . 


880 

1,056 

352 

44 


410 

444 

80 

25 


46.6 
42.1 


Manual Arts . . . 


22.7 


Gymnasium 


56.8 






Total Normal Plant 


2,332 


959 


41 1 







(b) Use by high school 



Administration 

Science 

Manual Arts . . 
Gymnasium . . . 



Total High School 



360 


135 


37.5 


210 


60 


28.6 


90 


20 


22.2 


30 


10 


33.3 


690 


225 


32.6 



(c) Combined use by school and high school 



Administration . . 


880 

1,056 

352 

44 


502 

484 
90 
29 


57 1 


Science . . . ... 


45 8 


Manual Arts 


25.6 


Gymnasium 


65.9 






Total Normal and High Use 


2,332 


1,105 


47.4 







Plant Use Based upon Attendance 

In Table 23 is shown the per cent of actual use of the college plant by buildings, 
based upon standard capacity in relation to attendance. This amounts to 34.1%, 
leaving a possible margin of 15.9% for expansion, if a high school building were 
provided. The administration group and science buildings show the best use. 
The manual arts building has a comparatively low use. 



State Normal Schools 



WEEKLY ROOM USE BY PERIODS 
WESTERN STATE NORMAL SCHOOL 



ADMIN. BLDG. 



# 9 

#10 Lab. 

#11 

#12 

#13 

#17 

#18 

#21 Lab. 

#22 

#23 

#26 

Library 

SCIENCE BLDG, 

#1 Accouni'g 

#3 Typewr'ig 

#101 Library 

#103 Lab. 

#105 Lab. 

#106 

#108 Lab. 

#109 Lab. 

#111 

#112 

#201 

#202 Lab. 

#203 

#205 

#207 

#208 

#209 

#301 

#302 

#303 

#2 

#311 



Monday Tuesday Wednes 


day Thursday Friday Sat 


- 


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Lab. 
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#312 Lab. 
#313 

MANUAL ARTS BLC 
Forga Shop 
Machine Shop 
Mech. Drawing 
Wood Shop 
Auto Shop 
Gas Engine 
Electr. Shop 
Adv. Woodwork 

GYMNASIUM 
Main Floor 





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DIAGRAM 25 



SuEVEY OP Needs 



6? 



TABLE 23— PER CENT OF USE BY BUILDINGS UPON THE BASIS OF 

ATTENDANCE! 



Bmlding 


Standard 

capacity 

for 1 week 


Attendance 
for 1 week 


Per cent use 

of standard 

capacity 


Administration 


29,612 

32,296 

5,104 

9,856 


12,738 

10,687 

1,087 

1,701 


43 


Science 


33 1 


Manual Arts 


21 3 


Gymnasium 


17 3 






Total Normal Plant 


76,868 


26,213 


34 1 







Period Use 

Table 24 shows the period use by buildings in per cents. Table 24 is translated 
graphically in diagram 26. 

A study of diagram 26 shows that the total use of the buildings is 34.1% but 
that for four periods during the day the use is more than 40% of the standard 
capacity. The highest use, 45 %, is between 1 :00 p.m. and 2 :00 p.m. and the lowest, 
6%, is between 4:00 p.m. and 5:00 p.m. This is the best use of anj^ of the state 
normal plants. Table 24 and diagram 26 follow. 



P E 

Possible 
Use 

8 - 9 

9 - 10 

10 - 11 

11 - 12 

1 - 2 

2 - 3 
3-4 
4-5 


k 


C li N T 


F 

WH:STI:RN 


PLANT USE BY 
STATE NORAiAL SCHOOL 


P E 1^ 


D S 






100.0 H 


1 


■ 






■■ 


■ 














37.0 H 






■m 


1 








• 












40.0 ^1 






^■■i 






























42.3 m 






■^■■' 






• 












31.9 ^1 






■■ 












1 












46.0 mi 






■■■■ 












. 












..■ 






■i^H 












," 1. 












24.4 ^1 

6.6 m_ 

% 






I 






















; 
















25 5 









IOC 


• ® 



DIAGRAM 26 



-The table from which these per cents were derived appears in the appendix as Table VII. 



68 



State Normal Schools 



TABLE 24— USE OF BUILDINGS BY PERIODS IN PER CENTS 



Building 


Total 

stand. 

cap. for 

Iwk. 


Stand, 
cap. for 
1 a.m. 

hour 
thru 6 

days 


Stand. 

cap. for 
1 p.m. 
hour 
thru 5 
days 


Per cent use by periods 
6 days 5 days 


Per 
cent 
use 
morn- 
ing 


Per 
cent 

use 
after- 
noon 


Total 
per 
cent 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


3-4 


4-5 


use 


Administration — 
Science . 


29,612 

32,296 

5,104 

9,856 


4,038 

4,404 

966 

1,344 


3,365 

3,670 

580 

1,120 


50.0 
31.4 
43.5 
13.1 


46.9 
36.9 
32.0 
34.0 


59.5 
36.7 
11.2 
25.1 


34.0 
36.1 
22.7 
16.8 


60.5 
36.0 
23.6 
23.0 


46.0 
38.6 
25.0 
22.1 


20.1 

25.2 

7.4 


14.7 
1.9 


47.6 
35.3 
27.4 
22.3 


37.6 
30.5 
14.0 
11.3 


43.0 
33.1 


Manual Arts 

Gymnasium . 


21.3 
17.3 










'lotal 


76,868 


10,482 


8,735 


37.0 


40.0 


42.3 


31.9 


46.0 


41.7 


24.4 


6.6 


37.8 


29.7 


34.1 







The table from which these results were derived appears in the Appendix as Table VII. 

Training School 

The elementary training school was built in 1909. It constitutes, together with 
certain rooms in the main building used for a training high school, the practice 
teaching plant. The elementary school has a standard capacity at any given 
period of 631. It is operated seven hours every day and shows a 77% use of 
standard capacity. 

These data appear in Table 25. 



TABLE 25— USE OF BUILDINGS BY PERIODS 



Building 


Total 
stand, 
cap. for 
Iwk. 


Stand 
cap. for 
1 a.m. 
Hour 
thru 5 
days 


Stand 
cap. for 
1 p.m. 
Hour 
thru 5 
days 


Total use of each period 
5 days 


Total 
fore- 
noon 
at- 
tend- 
ance 


Total 
after- 
noon 
at- 
tend- 
ance 


Total 
at- 




8-9 


9-10 


10-11 


11-12 


12-1 


1-2 


2-3 


tend- 
ance 


Elementary Train- 
ing School 


12,975 


2,595 


2,595 


1163 


1551 


1831 


1253 


1258 


1539 


1401 


5798 


4198 


9996 


High Training 
School 


15,360 


2,560 


2,560 


1070 


975 


820 


940 




770 


655 


3805 


1425 


5230 







Present Demands 

The 1920-21 demand of this school with a 1,023 registration was for 179 classes. 
There were 113 classes reciting four times a week and 14 reciting five times. ^ 

The distribution of these classes by subject is 37 in health, 14 in services requiring 
laboratories, 27 in vocational subjects and 8 requiring studios. The space require- 
ments for this program, upon a 44 hour week, are one differentiated shop, one 
gymnasium, four laboratories, one studio and 29 classrooms. The present plant 
has 15 laboratories, 8 shops, a gymnasium, and 28 classrooms. There are, how- 
ever, a number of basement rooms in use and these should be replaced as soon as 
possible. The distribution of classes by subject is shown in Table 26. 

1— See Appendix, Table XX. 



Survey of Needs 



69 



TABLE 26— DISTRIBUTION OF CLASSES BY SUBJECT 



Course of study- 



No. of 
classes 



Membership 



Per cent of 
membership. 



Education 

Health 

Languages 

English 

Foreign 

Library Methods. 
Exact Sciences 

Mathematics .... 

Physics 

Chemistry 

Agriculture 

Nature Study . . . 

Biology 

Social Sciences 

Vocational Education 

Commercial 

Home Economics 

Mechanic Arts. . . 
Fine Arts 

Music 

Art 



20 
37 

16 

18 

3 

6 
3 
3 
1 
1 
6 
20 

11 

8 
8 

10 

8 



814 
635 

474 
237 
197 

118 

44 

69 

9 

21 

180 

626 

207 
156 
118 

107 
156 



19.5 
15.2 

11.4 

5.7 
4.7 

2.8 

1.1 

1.7 

.2 

.5 

4.3 

15.0 

5.0 
3.8 

2.8 

2.6 
3.7 



Total. 



179 



4,168 



100.0 



Present Capacity 

Upon the present use, this school^ has a laboratory capacity sufficient for a 
general registration of 3,600; shop capacity for a general registration of more than 
6,000; a classroom capacity for a general registration of 2,200 and a library capacity 
for a school of 700. From these data it is apparent that the present plant is not 
properly balanced. There is excess capacity in both science and manual arts 
buildings. The joint use of the main building by both college and high school 
makes necessary the use of certain undesirable basement rooms. To secure suffi- 
cient instructional space it has been necessary to eliminate consultation quarters 
for the facultj^ thereby hampering the consultation and individual work of the 
teaching staff. The college also feels the absence of an auditorium and high train- 
ing school. 

SUMMARY 



6. 



The campus is excellently located and consists of 46 acres. 
The buildings are comparatively modern in structure and 
design. 

The library facilities are inadequate but this need will be met 
when the new building is completed. 

The usable capacity is 2,600 students upon the basis of a 44 
hour week, but this must be scaled down to 2,200 owing to the 
relation of classrooms to laboratories. 

The room use by the college is 41.1% and the combined room 
use, college and high school, is 47.4% of the possible use. 
The use of the normal plant by the college is 34.1 %. The com- 
bined use of the normal plant by the college and high school 
is 40.9%. 

The plant is not well adjusted to the program. There is excess 
space in both science and manual arts buildings. 
The college lacks an auditorium. 
The college lacks a high training and practice school. 



-See Appendix, Table XI. 



70 State Normal Schools 

Central Michigan Normal School 

Campus 

The Central Michigan Normal School campus now consists of 25.8 acres of 
which more than 15 acres were donated by the city of Mt, Pleasant and the athletic 
association of the college. The campus is situated of flat ground and is still capable 
of necessary expansion at reasonable cost. Table 27 shows how the present holdings 
were acquired. 

TABLE 27— PRESENT GROUNDS 



Year Acquired 


Acreage 


Cost 


By whom purchased 


1895 


8 

10.8 

7 


$8,000 
$2,300 


Donated by City of 
Mt. Pleasant 


1903 


Legislature and City 
of Mt. Pleasant 


1915 


Athletic Association 







Physical Plant 

The physical plant consists of four buildings and a heating plant. The original 
building and the wings of the administration building were erected by the citizens 
and the state. The training school, gymnasium, science building and heating plant 
were all erected by the state. 

The first of these buildings was erected in 1892 and with certain interior physical 
changes would serve excellently for many years to come. Certain undesirable 
basement rooms are used in this building and these should be eliminated as soon 
as possible. There is no auditorium and no adequate library. Table 28 carries 
these data: 

TABLE 28— PRESENT BUILDINGS 



Year of 
building 
original 
building 


Years of 
building 
additions 


Type 


Total cost 


Square feet 
in class- 
rooms 


By whom 
built 


1892 


1899-1901 


Administra- 
tion 


$75,000 
35,000 
50,000 

100,000 
25,000 


18,934 
10,922 
10,128 
16,732 


Citizens & 
State 


1901-2 

1908 

1914r-15.... 

1900 


Tr. School 
Gymnasium 
Science 
Heating 


State 
State 
State 
State 



Capacity 

The normal plant has a standard capacity at any single period of 1,707. Con- 
sidering 50% of this as a reasonable expectancy of use the usable capacity at any 
period would be 800 students. On the basis of a 44 hour week the usable capacity 
of the plant would be approximately 2,400 students. The fall 1921 term registra- 
tion was 634 students. 

There is a total of 68,742 square feet of floor space, 45,794 or 66.6% of which 
is available for instruction. These data are shown in flgures in Table 29 and in 
per cents in Table 30. 



JuBVET OF Needs 



71 



TABLE 29— DISTRIBUTION OF FLOOR SPACE IN SQUARE FEET 



Building 


Total 
floor space 

square feet 


Instruction 
floor space 
square feet 


Adminis- 
tration 
floor space 
square feet 


Assembly 
floor space 
square feet 


ToUets etc. 
floor space 
square feet 


Main 


31,733 
23,335 
13,674 


18,934 
16,732 
10,128 


5,565 
6,162 
1,779 


4,578 


2,656 


Science 

GyiTiTiasium 


441 
1,767 


Total 


68,742 


45,794 


13,506 


4,578 


4,864 







TABLE 30— PER CENT DISTRIBUTION OF FLOOR SPACE 



Building 


Total 
per cent 


Instruction 
per cent 


Administra- 
tion 
per cent 


Assembly 
per cent 


Toilets etc. 
per cent 


Main 


100 
100 
100 


59.7 
71.7 
74.1 


17.5 
26.4 
13.0 


14.4 


8.4 


Science 


1.9 


Gymnasium 


12.9 


Total 


100 


66.6 


19.7 


6.7 


7.1 



Seating Capacity 

Tlie relationship of seats to standard capacity shows a fairly close agreement. 
The standard capacity is only 118 higher than the actual number of seats. The 
classrooms in the gymnasium building are overseated by 15. This appears in 
Table 31. 

TABLE 31— SEATING AND STANDARD CAPACITY BY BUILDINGS 



Bmlding 


Seating 
capacity 


standard 
capacity 


Difference 


Main 


685 
543 
361 


752 
609 
346 


67 


Science 


66 


Gymnasium 


-15 






Total Normal Plant 


1,589 


1,707 


118 







Room Use 

Table 32 shows the room use of buildings by periods upon the basis of a 44 hour 
week. The main building shows the highest use (41.3%) while the total for the 
plant is 34.8%. 



TABLE 32— PER CENT OF ROOM USE BY PERIODS BY BUILDINGS 


Building 


Total 
periods 


Periods 
used 


Per cent 
used 


Main 


836 
792 
176 


345 

228 

54 


41.3 


Science 


28.8 


G3rmnasium 


30.7 






Total Normal Plant 


1,804 


627 


34.8 







72 



State Normal Schools 



WEEKLY ROOM USE BY PERIODS 
CENT1^AL STATE NORMAL SCHOOL 



MAIN BLDG. 

# 1 

# 3 

# 4 

# 8 

# 9 
#10 
#11 
#12 
#13 
#14 
#15 
#16 
#18 
#19 
#20 
#21 

#22 Music 
#23 Music 
Library 



Monday Tuesday Wednesday Thursday Friday Sat. 
oeo^o — — N rs ">» ooov© — — r< o-a-oo OS o— —r* «-5^ ooo»o-. -HMO'xf ooo^o — — <M O'S- 00 *o— 


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1 


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II 


1 1 


II 1 


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1 1 


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SCIENCE BLDG. 

#101 

#102 

#103 Lab. 

#105 Lab. 

#106 Lab. 

#107 

#201 

#202 Lab. 

#203 

#204 

#205 Lab. 

#207 

#301 

#302 Lab. 

#303 Lab. 

#304 Lab. 

#305 Lab. 

#306 



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GYMNASIUM 
Game Room 
Main Floor 
Class Room 
Physiology Lab. 




® 



DIAGRAM 27 



SuBVEY OF Needs 



73 



Plant Use Based upon Attendance 

Table 33 gives the use by buildings on the basis of actual attendance. The total 
use ranges from 13.8% for the gymnasium to 27.4% for the main building and 
21.2% for the entire normal plant. 

TABLE 33— PER CENT OF USE BY BUILDINGS ON THE BASIS OF 

ATTENDANCE 



BuUding 


standard 

capacity 

for 1 week 


Attendance 
for 1 week 


Per cent 
use 


Maini 


33,088 
26,796 
15,224 


9,048 
4,740 
2,098 


27.4 


Science 


17.7 


Gymnasium 


13.8 






Total Normal Plant 


75,108 


15,886 


21 2 







The data from which these per cents were derived appear in the Appendix as Table VIII. 

Table 34 shows the use of the buildings by periods in per cents. They are 
shown graphically in diagram 28. 

A study of diagram 28 shows that the average use of the plant on the basis of 
standard capacity is 21.2%, leaving a margin of 28.8% for future growth if the 
plant was perfectly adjusted to the program. 

The period use for the week reaches its highest point, 27%, at 2:00 p.m. and its 
lowest, 10%, at 4:00 p.m. These data follow. 



PER C E 



NT OF PLANT USE BY PERIODS 
CENTfiAL STATE NOl^MAL SCHOOL 



Possible 
Use 


100.0 


8-9 


20.3 


9 - 10 


23.5 


10 - 11 


24.2 


U - 12 


16.3 


1 - 2 


25.2 


2 - 3 


27.2 


3-4 


21.7 


4 - 5 


10.8 




% 



^^^^^^^^^^^^^^^^^^^M 




ReasoJiable 
Expec^iancy 


■^■11 


i 1 






■■■1 


i 1 






■■■■ 


i 1 






W^^M 


I 1 






■i^i 




■1^^ 




^^^■1 


; 1 






■■ 


1 



25 



50 



100 



(£) 



DIAGRAM 28 
i— Assembly room in main building not included. 



74 



State Normal Sohools 



TABLE 34— USE OF BUILDINGS BY PERIODS IN PER CENTS 




Building 


Total 

stand. 

cap. for 

Iwk. 


Stand. 
cap. for 
1a.m. 

Hour 
thru 6 

days 


Stand. 
cap. for 
1p.m. 
Hour 
thru 5 
days 


Per cent use 


Per 
cent 
use 
mom- 
ing 


Per 
cent 
use 
after- 
noon 


Total 
per 
cent 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


3-4 


4-5 


use 


Main . . . 


33,088 
26,796 
15,224 


4,512 
3,654 
2,076 


3,760 
3,045 
1,730 


25.7 

22.7 

4.4 


32.7 
15.6 
17.2 


23.6 
22.0 
29.5 


28.1 
6.8 
7.6 


36.0 

25.0 

2.3 


31.9 
29.6 
13.0 


26.6 
19.0 
15.6 


14.1 

1.6 

19.9 


27.5 
16.8 
14.7 


27.2 
18.8 
12.7 


27.4 


Science 


17.7 


Gymnasium 


13.8 


Total . 


75,108 


10,242 


8,535 


20.3 


23.5 


24.2 


16.3 


25.2 


27.2 


21.7 


10.8 


21.1 


21.2 


21 2 











The data from which these per cents were derived appear in the Appendix as Table VTII. 

Training School 

The elementary training school was built in 1907. It has a unit capacity of 360 
children at any given period. It shows a use of 56.3 % of standard capacity. 
This use is shown in Table 35. 



TABLE 


35— USE OF BUILDINGS 


BY PERIODS 






Building 


Total 

stand. 

cap. for 

Iwk. 


Stand, 
cap. for 
1a.m. 
Hour 
thru 5 
days 


Stand, 
cap. for 
1 p.m. 
Hour 
thru 5 
days 


Total use of each periods 
5 days 


Total 
fore- 
noon 
at- 
tend- 
ance 
Iwk. 


Total 
after- 
noon 
at- 
tend- 
ance 
Iwk. 


Total 
at- 




8-9 


9-10 


10-11 


1-2 


2-3 


tend- 
ance 


Elementary Train- 
ing School 


9.000 


1,800 


1,800 


1038 


1203 


1098 


927 


801 


3339 


1728 


5067 







Present Demands 

The present program calls for 84 classes, only six of which recite less than four 
times a week. This total includes 11 in vocational subjects, six in sciences require- 
ing laboratories and six in fine arts requiring a studio. Upon the basis of a 44 
hour week the requirements for this program would be seven regular classrooms, 
four vocational laboratories, three laboratories and one educational laboratory 
because their science classes are scattered as to subject, one gymnasium and one 
studio. The present plant provides for 25 classrooms, 9 laboratories and a gym- 
nasium. There is sufficient capacity in the gymnasium unit and the science build- 
ing to meet the requirement of a 3,000 school registration. The library capacity 
is sufficient for a 450 registration. 

The classroom capacity is sufficient for a registration of approximately 2,000 
students. The usable capacity on the basis of the present program is therefore 
2,000, with much excess space in both science and gymnasium units. 

The data on distribution of classes by subject appear in Table 36. 



SuBVEY OP Needs 



75 



TABLE 36— DISTRIBUTION OF CLASSES BY SUBJECT 



Course of study 



No. of 

classes 



Membership 



Per cent of 
membership. 



Education 

Health 

Languages 

English 

Foreign 

Exact Sciences 

Mathematics . . . , 

Agriculture 

Physics 

Chemistry 

Qual. Anal 

Zoology 

Heredity 

Nature Study 

Social Sciences 

Vocational Education 

Commercial 

Home Economics 

Mechanic Arts . . . 
Fine Arts 

Music 

Art 

Total 



10 
11 

14 

4 

6 
4 



84 



209 
305 

340 
32 

136 
29 
161 
2V 
11 
13 
7 
20 

185 

89 
24 2 
19 

166 
101 



1,723 



12.1 
17.7 

19.7 
1.9 

7.9 

1.7 
.9 

1.2 
.6 
.7 
.4 

1.2 
10.7 

5.3 
1.4 
1.1 

9.6 
5.9 



100.0 



A study of these data show that the different parts of the normal plant ^ are not 
well balanced. The laboratories are out of proportion to classroom space. There 
is a large amount of excess space in both gymnasium and science buildings but the 
library facilities are not adequate and faculty consultation rooms are not provided. 
There is no auditorium. With certain minor adjustments the present plant could 
easily care for many more students. 

SUMMARY 

1. The Central Michigan Normal School campus consists of 25.8 
acres. 

2. Certain desirable adjoining land may be acquired now at reason- 
able cost. 

3. The physical plant consists of four buildings, all in fairly good 
condition. 

4. The usable capacity of the entire normal plant upon a 44 hour 
week basis is approximately 2,400 students, but on the adjust- 
ment of classrooms to laboratories this usable capacity must be 
reduced to 2,000. 

5. The library space of the college is inadequate. 

6. The room use is 34.8% of the possible capacity. 

7. The plant use is 21.2% of the standard capacity. 



-Three periods — One of 50 min. 
-Class of 4 double periods. 
-See Appendix, Table XII. 



-two of 55 min. 



76 



State Normal Schools 



Northern State Normal School 

Campus 

The campus consists of 20.85 acres of which only .85 acres, costing $1,250.00, 
was purchased by the state. The balance was the gift of Messrs. Ayer and Long- 
year. The grounds are well situated overlooking Lake Superior. Certain adjoin- 
ing parcels of land might be acquired now at a reasonable price. The acquisition 
value of this land is shown in Table 37. 

TABLE 37— PRESENT GROUNDS 



Year acquired 


Acreage 


Cost 


By whom purchased 


1900 

1918 


20 

1 lot .85 


28,000 
1,250 


Gift from 

Ayer & Longyear 

State 



Physical Plant 

The first building was erected in 1899 and was burned in 1905. The annex and 
new south building were ejected in 1905 and 1907 and since that time other build- 
ings have been erected by the state until at the present time the plant consists of 
a series of three buildings, connected by corridors, and a detached boiler house. 
The south wing is used as a training school, the main building and north wing for 
college purposes. 

The double window hermetically sealed ventilating system used at this plant 
should be modified at an early date. It may be highly desirable during the winter 
months but in late spring, during the summer session and in early fall, this system 
should be changed to permit fresh air ventilation. The development of the physi- 
cal plant appears in Table 38. 

TABLE 38— PRESENT BUILDINGS 



Year of building 
original bldg. 


Type 


Total cost 


Square feet 

classroom 

space 


By whom 
built 


1899 Original South 
Bldg 




25,000 


Burned 
Dec. 1905 


State 






New South Bldg. 
1907 


Training Sch. 
& classrooms 


50,472.15 


14,971 


State 






Annex South Bldg. 
1905 




14,000.00 




State 






North Bldg. 

1902 


Classrooms 


35,950.00 


9,489 


State 






Annex North Bldg. 
1907 


Laboratories 


15,000.00 




State 


Main Bldg. 
1915 


Adminis. & 
classrooms 


157,876.68 


16,293 


State 






Boiler House 

1908 




30,100.00 




State 







SuRVTEY OF Needs 



77 



Capacity 

This college has standard capacity of 1,156 at any period. Taking 50% of this 
as a reasonable expectancy of use, the usable capacity would be 530 students or, 
on the basis of a 44 hour week, the school, if properly balanced, could accommodate 
1,590 students. The 1921 fall term registration was 490 students. 

The total floor area is 17,761 square feet, of which 12,369 or 69.6% can be classi- 
fied as instruction space. These data are shown in numbers in Table 39 and in 
per cents in Table 40. 

TABLE 39— DISTRIBUTION OF FLOOR SPACE IN SQUARE FEET 



Building 


Total 
floor space 
square feet 


Instruction 
floor space 
square feet 


Adminis- 
tration 
floor space 
square feet 


Assembly 
floor space 
square feet 


Operation 
floor space 
square feet 


Toilets etc. 
floor space 
square feet 


Administration 
North (Peter 
White Science) 
Gymnasium. . . 


32,699 

14,220 
6,794 


16,293 

9,489 
6,794 


5,372 
3,893 


7,960 


1,189 


1,885 
838 


Total 


53,713 


32,576 


9,265 


7,960 


1,189 


2,723 



TABLE 40— PER CENT DISTRIBUTION OF FLOOR SPACE 



Building 


Total 
floor space 
square feet 


Instruction 
floor space 
square feet 


Adminis- 
tration 
floor space 
square feet 


Assembly 
floor space 
square feet 


Operation 
floor space 
square feet 


Toilets etc. 
floor space 
square feet 


Administration 
North (Peter 
White Science) 
Gymnasium. . . 


100 

100 
100 


49.8 

66.7 
100.0 


16.4 
27.4 


3.6 


24.3 


5.8 
5.9 


Total 


100 


60.7 


17.3 


2.2 


14.8 


5.1 







Seating Capacity 

There is a difference of 101 between standard capacity and seats. This repre- 
sents a fairly close relationship. These data are shown in Table 41. 



TABLE 41— SEATING CAPACITY AND STANDARD CAPACITY 


Building 


Seating 
capacity 


Standard 
capacity 


Difference 


Administration . . . . 


546 
315 
194 


648 
314 
194 


102 


North (Peter White Science) 


-1 


Gymnasium 





Total 


1,055 


1,156 


101 







Room Use 

The use of rooms upon the 44 hour basis is 52% of the possible use. This is well 
distributed among all units. The lowest use is 51 % in the administration building 
and the highest is 66% in the gymnasium. This is shown in Table 42. 



78 



State Normal Schools 



WEEKLY ROOM USE BY PERIODS 
NORTHERN STATE NOJ^ML SCHOOL 



ADMIN. BLDG. 
Art 

Education 
Education 

Music 

Blackboard 
Drawing 

Social Science 

English 

Engl ish 

Latin 

Library 

Geography 

Expression 



Monday Tuesday Wednesday Thursday Friday Sat. 



■ll'JnlVr ■'"''' 

I II I I II I III ' m iilliil 



i ii i i i iii i i i i i ii i i i i i 



fiiiii 



GYMNASIUM 
Main Floor 



II I 



I ill 



SCIENCE BLDG. 

Mathematics 

History 

Drafting 

Lathe 

Benchwork 

Chemistry 

Physics 

Nat. Science L. 

Nat. Sc. Class 

Typewriting 

Commercial 



■ii i ii i i m iii iu 



■■ji'ii'.j J'"" 



III nil II n nn iiii mi 



il li i il ffil H it 



DIAGRAM 29 



SuBVEY OP Needs 



79 



TABLE 42- 


-PER CENT ROOM 


USE 




BuUding 


Total 
periods 


Periods 
used 


Per cent 
use 


Administration 


528 

484 

44 


270 

250 

29 


51 1 


North (Peter White Science) 


51 7 


Gymnasium 


66.0 








Total 


1,056 


549 


52 







Plant Use Based upon Attendance 

Table 43 shows the data on use of buildings on the basis of standard capacity 
and actual attendance. The total use of the plant for one week was 24.7 % of the 
standard capacity, leaving a possible margin of growth, if the plant were properly 
balanced, of 25.3%. 

TABLE 43— PER CENT OF USE OF BUILDINGS ON THE BASIS OF 

ATTENDANCE 



Building 


Total 

standard 

capacity 

for 1 week 


Total 
attendance 
for 1 week 


Per cent 
usei 


AdTninistratlon 


28,512 

13,816 

8,536 


7,498 
3,798 
1,271 


26.3 


North (Peter White Science) 


27.5 


Gymna.siuTTi 


14.9 






Total Normal Plant 


50,864 


12,567 


24.7 







Table 44 shows the detailed use of the building by periods for one week in per 
cents. These data appear graphically in diagram 30. 

A study of diagram 30 shows that the maximum use of 27% occurs between 
2:00 p.m. and 3:00 p.m. with the lowest use, 10% between 4:00 p.m. and 5:00 p.m. 
These data follow. 



TABLE 



USE OF BUILDINGS BY PERIODS IN PER CENTSi 



Building 


Total 

stand. 

cap. for 

Iwk. 


Stand, 
cap. for 
1 a. m. 

hour 
thru 6 

days 


Stand, 
cap. for 
1 p.m. 

hour 
thru 5 

day's 


Per cent use 


Per 
cent 
use 
morn- 
ing 


Per 
cent 
use 
after- 
noon 


Total 
per 
cent 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


3-4 


4-5 


use 


North (Peter 
White Science) . . . 
Gymnasium 

Total 


28,512 

13,816 
8,536 

50,864 


3,888 

1,884 
1,164 

6,936 


3,240 

1,570 
970 

5,780 


26.9 
35.3 

24.7 


27.5 

32.4 
11.2 

26.1 


33.0 

32.5 
13.8 

29.6 


29.8 

28.8 
13.3 

26.8 


42.1 

23.2 
21.9 

33.6 


37.8 

42.4 
15.9 

35.4 


8.0 

17.5 
23.7 

13.2 


2.9 

4.0 
23.7 

6.7 


29.3 

32.3 
9.6 

26.8 


22.7 

21.8 
21.3 

22.2 


26.3 

27.5 
14.9 

24.7 







-The data from which this table was derived appear in the Appendix as Table IX, 



80 



State Normal Schools 



PER 

Possible 
Use 

8 - 9 
9-10 
10 - 11 
U - 12 
1 - 2 
2.3 
3-4 
4-5 


CENT 


OF PLANT USE BY PER 
NORTH HliN STATE NOi^AiAL SCHOOL 


D S 




100.0 gj 


Ijlljllljjjllljjjjfljjljljljj^^ 


jjUJIJIIIJI 






: Reasonable 
: Expectancy 






24.7 1 


■^■1 








. 






26.1 1 


■I^H 








. 1 






29.6 1 


^■^■1 














26.8 1 


^■■H 














33.6 ■ 


i^HHHi 








• > 






35.4 1 


■^■■■1 






13. z| 

6.?! 
^0 








^ 






• 






1 






25 60 


100 % 



DIAGRAM 30 
Training School 

The elementary training school was built in 1907 and has a unit standard capacity 
of 319 at any given period. It shows a use of 84.4% on the basis of standard cap- 
acity. There is no training high school building at this college. These data 
appear in Table 45. 

TABLE 45— USE OF BUILDINGS BY PERIODS 



Building 


Total 

stand. 

cap. for 

Iwk. 


Stand 
cap. for 
1 a.m. 

hour 
thru 5 

days 


Stand, 
cap. for 
1 p.m. 

hour 
thru 5 

days 


Total use of each periods 
5 days 


Total 
fore- 
noon 
at- 
ten- 
dance 


Total 
after- 
noon 
at- 
ten- 
dance 


Total 
at- 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


ten- 
dance 


Elementary Train- 
ing School 


7,975 


1,595 


1,595 




1411 


1442 


1318 


1235 


1326 


4171 


2561 


6732 


High Training 
School 


3,390 


565 


565 


249 


179 


205 


126 


240 


241 


759 


481 


1240 







Present Demands 

The 1920-21 demand for classes, under the present program, with a 366 registra- 
tion is 63.^ Of these 7 are in health, 6 in sciences requiring laboratories, 8 in voca- 
tional subjects, and 4 in art requiring a studio. The room requirements for these 
classes are: one gymnasium, four laboratories, one educational laboratory, a shop, 
a home economics laboratory, two commercial laboratories and six classrooms. 
The present plant contains: one studio, one gymnasium, two laboratories, home 

« — See Appendix, Table XXII. 



Survey of Needs 



81 



economics, drafting and shop rooms, and 13 classrooms. The classrooms have a 
usable capacity for a registration of 1,000, gymnasium and laboratory require- 
ments for a school of several thousand, and library facilities for a school of 485, 
the present registration. 

The data showing the distribution of subjects by classes appear in Table 46. 



TABLE 46— DISTRIBUTION OF CLASSES BY SUBJECT 



Course of study 



Education 

Health 

Languages 

English 

Foreign 

Library Training . . . 
Exact Science 

Mathematics 

Chemistry 

Physics 

Elementary Science 

Physiology 

Nature Study 

Biology 

Social Sciences 

Vocational Education 

Commercial ....... 

Home Economics . . 

Mechanic Arts 

Fine Arts 

Music 

Art 

Total 



No. of 

classes 



10 

7 

7 
3 
1 

7 
1 
1 
1 
1 
1 
1 
5 

4 
2 
2 

5 
4 



63 



Membership 



246 

245 

171 

31 

168 

95 

181 
141 
29 
50 

27 

117 

57 
241 
291 

316 
90 



1,733 



Per cent of 
membership 



14.2 
14.1 

9.9 
1.8 
9.7 

5.5 
1.0 

.8 
1.7 
2.9 
1.5 

.4 
6.8 

3.3 
1.4 
1.6 

18.2 
5.2 



100.0 



As in the other schools this plant is not well balanced with the present needs 
While the usable capacity of the plant as a whole is 1,590 students, 2 this must be 
scaled down to 1,280 upon close analysis of available classrooms. The library is 
adequate for present ynrollment but does not permit of growth. 



SUMMARY 

1. The campus consists of 20.85 acres. 

2. The physical plant is modern and in good condition, except 
that the ventilating system might profitably be modified. 

3. The college plant has a usable capacity of 531 at any period, or 
a usable capacity of 1,590 students on a 44 hour week, but is so 
balanced that the usable capacity must be scaled down to 1,000 
students upon the present program. 

4. The room use for one week is 52% of the capacity. 

5. The plant use in terms of standard capacity is 24.7%. 



-Double periods. 

-See Appendix, Table XIII. 



82 



State Noemal Schools 



General Conclusions 
Regarding the Normal School Plants 

1. The library facilities at three of the schools are quite inade- 
quate to properly carry out the college program. The schools 
are fairly well supplied with books, although additions to these col- 
lections should continue to be made annually. The chief difficul- 
ty is cramped quarters. 

2. It is reasonable to assume that state college buildings should 
be used 44 hours each week and that 80% of the available rooms be 
in use at any one time. The usable capacity should be at least 
50% of the standard capacity. 

3. Quarters should be provided where the faculty members 
may prepare their work and meet students for personal consulta- 
tion. 

4. Upon the basis of a 44 hour week all of the colleges show a 
large usable capacity, enough, if the plants were properly balanced, 
to care for student growth for many years to come. Some of the 
plants are not well adjusted, however, and certain changes must 
be made if they are expected to function at a greater capacity. 
These period and total usable capacities are shown in Table 47. 

TABLE 47— USABLE CAPACITIES 



College 


Usable 

period 

capacity 


Usable 


Usable capa- 
city on basis 
of present 
program 


Present 
membership 


Michigan State Normal 

Western State Normal » 

Central Michigan Normal 

Northern State Normal 


1,500 
870 
800 
530 


4,500 
2,600 
2,400 
1,590 


4,500 
2.200 
2,000 
1,000 


1,527 

1,294 

634 

490 


Total 


3,700 


11,090 


9,700 


3,945 







5. A comparison of the actual use of the school plant by rooms 
and by standard capacity show^s a much higher room use in every 
case. This indicates that the rooms are not used to full capacity. 
This comparison is shown in Table 48. 

TABLE 48— COMPARISON OF USE 



CoUege 


Per cent of 
room 

use 


Per cent use 
standard 
capacity 


Per cent 
difference 


Michigan State Normal 


34.2 
41.1 
34.8 
52.0 


18.7 
34.1 
21.2 
24.7 


13.5 


Western State Normal 


7.0 


Central Michigan Normal 


13.6 


Northern State Normal 


27.3 







6. The Western and Central schools lack auditorium facilities 
both for assembly and for the enrichment of the college social 
activities. 

7. The colleges are caring for all demands upon them at the 
present time. The fact that there is greater usable capacity than 
is needed is no reflection upon any administration. This is a 
chronic condition in practically all colleges. The state may be 
satisfied that this excess building was done at a time when build- 
ing costs were much cheaper than at present, and with slight 
changes these schools will all be able to care for greatly increased 
numbers of students. 



Survey op Needs 



83 



Chapter IX — The Organization of Classes 

The study of the distribution of classes by size and by subject was made for two 
successive years. There was comparatively little difference in general distribution 
so the fall term of 1920-21 was chosen for comparative purposes. ^ 

Lower Quartile 

The range of size of classes for all subjects in the lower quartile is from nine at 
Central to 14 at Michigan State. Health and vocational classes show the poorest 
distribution. In the smaller schools the difficulty of securing large groups with 
their diverse curriculum probably plays a part m bringing these classes down in 
size. The distribution of classes by size in the freshman and sophomore years in 
the College of Literature, Science and the Arts at the University is shown for com- 
parative purposes. The suggested number for the lower percentile is 20. Michi- 
gan State is now fairly close to this subject distribution in health, exact sciences 
and fine arts. The other schools fall somewhat below. The University of Michi- 
gan total is higher than the suggested distribution for the normal schools. This 
appears in Table 49. 



TABLE 49— THE SIZE OF CLASSES 1920-21 (FIRST QUARTILE) 





Mich. 

State 


Western 
State 


Central 
Michigan 


Northern 
State 


U. of Mich. 
1st 2 years 


Suggested 


Education . . . 


15 
28 
15 
13 
11 
5 
15 


14 
9 
13 
10 
18 
10 
10 


9 

12 

9 

7 

10 

7 

6 


17* 

10 
10 
20 
10 
9 


2 

82 
20 
23 
34 

30' 


20 


Health 


30 


Languages . . . 


20 


Exact Sciences 

Social Sciences 

Vocational 


15 
20 
15 


Fine Arts 


15 






Total for College 


14 


12 


9 


10 


22 


20 



Median 

The Median size of classes is from 14 at Central to 24 at Michigan State. Ypsi- 
lanti and Western State show the best general distribution although Western 
is quite low in health, vocational subjects and fine arts. The suggested median 
is 30. This is now equalled in education bj^ two schools and in languages the agree- 
ment is also fairly close. The greatest variations between the suggested standard 
and present practice occur in health, vocational and fine arts cla&ses. The sug- 
gested distribution is only one higher than the University of Michigan at present. 
This is shown in Table 50. 



> — For detailed tables by schools see Appendix, Tables XIX-XXII and LII 
2 — Not a freshman or sophomore subject at the University of Michigan. 



84 



State Normal Schools 



TABLE 50— MEDIAN SIZE 


OF CLASSES 


1920-21 






Mich. 

State 


Western 
State 


Central 

State 


Northern 

State 


U. of Mich. 
1st 2 years 


Suggested 


Education 


37 
37 
23 
20 
18 
12 
24 


30 
19 
24 
19 
28 
15 
15 


19 
15 
11 
16 
12 
11 
14 


36' 

18 
17 
30 
14 
17 


1 

82 
24 
29 
37 

30" 


30 


Health 


60 


Languages 


25 


Exact Sciences 

Social Sciences 

Vocational 


25 
30 
20 


Fine Arts 


25 






Total for College 


24 


20 


14 


19 


29 


30 



Third Quartile 

The upper quartile shows a good distribution at both Michigan and Western 
State. The range is from 24 at Central to 36 at Michigan State. The suggested 
standard for the third quartile is 35. This is exceeded by Michigan State and is 
one higher than Western and Northern State. The schools are in fair agreement 
in education but in health there is a wide variation between practice and suggestion. 
In languages three schools exceed the suggested size of 30 but in exact sciences 
they are slightly lower. In social sciences there is fair agreement and only one 
school exceeds in vocational classes. All of the schools, except Michigan State are 
lower in fine arts. The university distribution is two points higher than the one 
suggested for the normal schools. This appears in Table 51. 



TABLE 51— THIRD QUARTILE SIZE OF CLASSES 1920-21 





Mich. 

State 


Western 
State 


Central 
State 


Northern 
State 


U. of Mich. 
1st 2 years 


Suggested 


Education 


39 
39 
30 
25 
34 
18 
32 


38 

36 
33 
25 

38 
22 
22 


33 
21 
18 
23 
16 
20 
21 


39" 

35 
28 
35 
31 
21 


1 

233 
29 
39 
39 

"■*"30' 


35 


Health 


90 


Languages 


30 


Exact Sciences 

Social Sciences 

Vocational . . 


30 
40 
25 


Fine Arts 


30 






Total for College 


36 


34 


24 


34 


37 


35 



General Comparison 

Michigan State shows the best general distribution of classes by size and Central 
the lowest. Michigan State has a lower percentile of 14 while the suggested number 
is 20. The actual median is 24 and the suggested median 30. The actual 75 per- 
centile is 36 and the suggested is 35. This is shown in Table 52 9^nd diagram 31, 



-Not a freshman or sophomoi*e subject at the University of Michigan. 



Survey of Needs 



85 



COMPARISON OF CLASS SIZES 



25 PERCENTILE 
10 



Suggested 



University of Michigan 



20 



22 



(First two years) 

Mich. St. Normal Coll. 14 

Vestero St. Normal 12 

Northern St Normal 10 

Central St. Normal 9 



Suggested 



30 



University of Michigan ,0 
(first two years) 

Mich. St. Normal Col 1 . 24 

Northern St. Normal 19 

Western St. Normal 15 

Central St. Normal 14 



Suggested 



35 



University of Michigan ,_ 
(first two years) 

Michigan St. N. Col 1 36 

Northern St. Normal 34 

Western St. Normal 34 

Central St. Normal 24 




40 



® 



DIAGRAM 31 



86 State Noemal Schools 

TABLE 52— COMPARISON OF CLASS DISTRIBUTION BY SIZE 





Mich. 

State 


Western 
State 


Central 

State 


Northern 
State 


U. of Mich. 
1st 2 years 


Suggested^ 


25 Percentile 


14 
24 
36 


12 
15 
34 


9 
14 
24 


10 
19 
34 


22 
29 
37 


20 


Median 


30 


75 Percentile 


35 







The question of size of classes is largely a matter of careful administration. It 
is doubtful whether real educational reasons exist that would justify classes much 
smaller than 15 or 20. Experiments that have been carried on so far appear to 
indicate that there is little correlation between size of classes and educational 
results as expressed in promotion and failure. 

It is possible that in smaller schools the number taking special group subjects 
is limited and that to carry on all these activities it is necessary to have small 
classes. A lower range of 20 would still give enough leeway so this situation could 
be cared for when necessary. 

Careful attention to class organization will tend to secure better use of the college 
plant and better distribution of the teaching load among the faculty members. 
The work of class organization should be in the hands of one member of the ad- 
ministrative staff, preferably the registrar, in order to secure the most effective 
results. 

SUMMARY 

1. There is a wide^ variation in size of classes at the four schools. 

2. Michigan State generally shows the best class distribution. 

3. The suggested distribution is: lower quartile, 20; median, 30; 
and upper quartile, 35. 

4. The suggested norms for size of classes is reasonable. It is now 
exceeded at the University of Michigan in the freshman and 
sophomore years in the College of Literature, Science and the 
Arts. 

5. Several of the schools are now in accord with the suggested dis- 
tribution in certain subjects. 

6. The largest number of small classes appears to be in the health, 
vocational and fine arts divisions. 

7. There are no vital educational reasons that make small classes 
necessary. 

8. Better use of the plant and better distribution of the teaching 
load can be secured by careful administration of class organ- 
ization. 

9. The work of organizing the class program should be centralized 
in one person, preferably the registrar. 



-See Appendix, Table LXI. 



SuBVET OF Needs 



87 



Chapter X — Personnel of the Michigan State Normal 

School Faculties 

Preparation 

The faculties at the four normal schools totaled 270 at the time of the survey. 
With one exception all have had more than high school training. Of the total 
only 15.1% have professional preparation less than that represented by four years 
of college work or its equivalent, or at least eight years bej^ond the eight grade. 

This distribution is fairly regular at all four schools. The greater portion of the 
faculties show from eight to nine years of training beyond the eight grade, the 
equivalent of a bachelor's or master's degree. This is shown in Table 53. 



TABLE 


53— 


—PREPARATION 


OF 


NORMAL ] 


FACULTIES 




Years beyond 8th grade 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


Michigan 

State 












4 


4 


23 


28 


12 


10 


3 


1 
















Western 

State 










1 


7 


9 


26 


20 


6 


6 


3 
















Central 
Mich 








1 


.... 


3 


5 


9 


9 


6 


2 


5 






* 








Northern 

State 












4 


3 


14 


6 


3 


4 


1 


? 




* 












Totals 








1 


1 


18 


21 


72 


63 


27 


22 


12 


3 












Per cent 








.4 


.4 


7.5 


8.7 


30.0 


26.3 


11.3 


9.2 


5.0 


1 9, 













Degrees 

The degrees held by the members of the several faculties may be classified into 
12 groups. Some of these represent two and three years of preparation, some are 
honorary, and others are standard academic degrees. Ninety-five per cent hold 
bachelor degrees in either arts, science or philosophy, while 34% have in addition 
either the master degree or the doctorate. In the Missouri normal schools 71% 
hold bachelor's degrees. ^ Fifteen members of Michigan normal school faculties 
hold honorary degrees. This is shown in Table 54. 



-Carnegie Foundation, Bulletin 14, 1920 p. 420. 
for American Public Schools. 



The Professional Preparation of Teachers 



88 State Normal Schools 

TABLE 54r— DEGREES OF NORMAL SCHOOL FACULTIES 





B.Pd.» 


B.L. 


Ph.B. 


B.S. 


B.A. 


M.Di. 


Ph.M. 


M.S. 


M.A. 


Ph.D. 


M.Pd. 


LL.D. 


Michigan 

State 


172 


3 


8 


23 


37 


1 


3 


4 


29 


8 


6 


2 






Western 

State 




2 


5 


11 


33 






3 


17 


6 


1 


1 












Central 
Mich 


2 


1 


4 


7 


11 






2 


7 


1 


4 












Northern 

State 




2 


1 


5 


11 


2 




2 


11 


1 


1 










Total 


19 


8 


18 


46 


92 


3 


3 


11 


64 


16 


12 


3 







Sixty-two per cent^ of the total four year or graduate degrees have been received 
from Class 1 collegiate institutions.^ This group includes such schools as Harvard, 
Columbia, University of Michigan and state universities. This compares favor- 
ably with the Missouri state normal schools^ where the total degrees from Class 1 
institutions are 60% of the whole. 

Service 

The total teaching exi>erience of the several faculties varies greatly. At Ypsi - 
lanti the median is 20 years and at Central it is 19 years, while Northern is 14 years 
and Western is 13 years. This appears in the following table. 



TABLE 55— TOTAL SERVICE IN YEARS 





25 
Percentile 


Median 


75 
Percentile 


Michigan State^ 


10 


20 


29 






Western State^ 


8 


13 


20 






Central Mich.^ 


9 


19 


26 






Northern State* 


10 


14 


24 







» — Three years of work. 

» — Thirteen of this number also possess the bachelor's degree. 

» — For detailed report see Appendix, Table XIV. 

* — Dr. K. C. Babcock's Classification of Educational Institutions for the Bureau of Educa- 
tion in 1911. 

» — Carnegie Foundation, Bulletin 14, 1920, p. 420. — The Professional Preparation of Teach- 
ers for American Public Schools. 

•—See Appendix, Tables XXIII and XXIV. 

7~See Appendix, Tables XXV and XXVI. 

8— See Appendix. Tables XXVII and XXVIII. 

•—See Appendix, Tables XXIX and XXX. 



Survey of Needs 89 

Service at Colleges 

A study of the service in their present positions shows a great variation from the 
above table. 

Not more than half of this experience has been acquired at the school where they 
now teach. The median service at Michigan State is 10 years, seven years at 
Northern and five years at the other two schools. The lower percentile shows a 
maximum of four years service at Northern, three at Michigan State and Western 
and one at Central. Considering the fact that professorial tenure is practically 
life tenure this indicates that the faculty turnover is greater than would be gener- 
ally expected. The total service at the several schools appears in the following 
table. 



TABLE 56— TOTAL SERVICE AT SCHOOLS 





Age of 
school 


25 
Percentile 


Median 


75 
Percentile 


Michigan State 


70 


3 


10 


21 






Western State 


18 


3 


5 


7 






Central Mich 


27 


1 


5 


17 






Northern State 


22 


4 


7 


12 







Age 

Michigan State shows the highest age distribution. This is natural at the oldest 
of the schools. The lower percentile ranges between 31 and 35 years; the median 
between 37 and 45 years and the upper percentile between 44 and 55 years. Chron- 
ological age, generally speaking, is not necessarily a good index of mental age, but 
in this instance merely points out the fact that the faculty members are still in 
their physical prime. These age distributions appear in Table 57. 



TABLE 57— AGE DISTRIBUTION OF NORMAL FACULTIES 





25 
Percentile 


Median 


75 
Percentile 


Michigan State 


34 


45 


55 






Western State 


31 


37 


44 






Central Mich 


33 


42 


49 






Northern State 


35 


42 


49 







90 



State Normal Schools 



Resignations 

A study of the resignations since 1912-13 shows a rather high turnover for college 
faculties. These were not due to old age or lack of ability but on account of salary 
conditions. Of more than 200 resignations 50% had two years experience or less. 
Of these, 54 cannot be classified by age but the age range of the 48 was from 23 to 
45 years. Seventy-five per cent had four years or less of experience at these 
normal schools and the range of ages for this group was from 23 to 45 years with 
one at 52 years. 

About half of those resigning were less than 32 years old and three-quarters were 
less than 39 years. 

This condition was true at all four schools and is reflected in the service tables 
shown on preceding pages. This is generally an indication of unsatisfactory salary 
conditions existing at these schools. If this movement continues it will result in 
the draining of the younger members upon whom the future of these institutions 
rests. The resignation by service and age appears in Table 58. 



TABLE 


58- 


-RESIGNATIONS ] 


BY 


EXPERIENCE AND AGE 






YEARS OF SERVICE 


Age 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


18 


29 


Total 


23 


1 

2 


1 


1 
























3 


24 


























2 


25 


1 
1 




























1 


26 


2 
2 
6 
3 
2 
1 
2 
2 
1 
1 
1 




























3 


27 


3 


























5 


28 


1 


1 
1 






















9 


29 


1 
"l 

"2 

1 
1 


1 
1 




















6 


30 






















4 


31 . . 




1 
1 








• • • 












4 


32 ... 


2 
3 

1 
1 


4 
2 




















9 


33 . . 




1 


















10 


34 . . 


















4 


35 




















3 


36 


1 


3 






















5 


37 


2 

i 
























2 


38 


2 
1 


2 


1 
1 








1 
1 

i' 
1 
















7 


39 . . 
















4 


40 






1 


i' 
1 


1 












2 


41 . . 


2 






















5 


42 . . . 










1 


1 










4 


43 




1 




















2 


44 










1 


i' 


1 
1 














3 


45 


1 




1 




... 


1 






5 


46 












1 






1 


52 






1 
12 
























1 


No Age 
given 


37 


17 


7 


3 


4 


5 


3 


3 






1 


1 


2 


1 


96 








Totals 


72 


30 


30 


17 


10 


8 


9 


9 


7 


3 


1 


1 


2 


2 


1 


202 


Per cents . . . 


35.6 


14.9 


14.8 


8.4 


4.9 


3.9 


4.5 


4.5 


3.5 


1.5 


.5 


.5 


1. 


1. 


.5 


100. 



SuBVEY OF Needs 
Family Status 



»1 



There are 16.6 per cent of the male members of the faculties who are unmarried. 
Of the 85 married the median age at marriage was 27, which is several years above 
the average for professional people. The median size of familj^ is four children. 
Twenty-five per cent give inadequate salaries as the reason for late or deferred 
marriage, 15.9% name professional reasons, 11.1% dependent relatives and 47.6% 
did not disclose their reasons. These data may be found in the following table. 

TABLE 59— FAMILY STATUS OF NORMAL FACULTIES 





Unmarried 
teachers 


Married 
teachers 


No. children in family 




Present age 


Age when married 


Men 


Women 


Age 
Group 


Men 


Women 


Men 


Women 


1 


2 

6 

7 
3 

2 


3 

3 
5 


4 

3 
4 

1 


5 

3 
2 


6 

i 
1 


7 
2 


1 

1 

1 


2 

i 

1 


3 


4 


5 


19-20. . . 




1 
12 
29 
33 
16 
26 
12 
14 
4 
4 


1 
31 
43 

8 

2 


4' 

2 


1 

7 
6 
3 




21-25. . . 
26-30... 
31-35... 
36-40. . . 


2 
4 
4 
4 

1 




41-45. . . 








46-50.. . 






























51-55. . . 


2 






























56-60. . 






























61-65. . 








































17 


18 


8 


8 


5 


2 


2 


2 


2 








Totals . . 


17 


151 


85 


6 





92 



State Normal Schools 



Chapter XI — Teaching Load 

The teaching load at the several schools varies as to the median number of 
hours weekly but the lower and upper percentiles are the same. In making 
this calculation all part-time instructors with less than four hours of work were 
not considered. Twenty-five per cent of the staff carry eight hours or less of 
teaching per week. Fifty per cent carry from eight to 16 recitation hours and 
25 per cent carry 16 or more recitation hours. The median is 13 hours at Central, 
14 hours at Northern State, and 12 hours at the other two schools. This is shown 
in the following table: 

TABLE 60— NORMAL SCHOOL TEACHING LOAD 





25 Percentile 


Median 


75 Percentile 


Michigan State 


8 
8 
8 
8 


12 
12 
13 
14 


16 


Western State 


16 


Central Michigan 


16 


Northern State 


16 






Total 


8 


12 


16 



The question naturally arises as to what is a reasonable teaching load, for a 
normal school teacher. Assuming that the training and ability of the normal 
school instructor should be equivalent to that of members of a university faculty 
and that the quality of instruction should be of university calibre it is hard to 
see how the teaching load can be much higher than 16 hours weekly. To further 
elaborate this point we may quote from the Carnegie Foundation Survey of the 
Missouri state normal schools:^ 

"There is certainly no single or arbitrary rule by which a reasonable 
standard of amount of work for normal school instructors may be deter- 
mined. It would seem to be closely involved with two main factors: the 
capacity of the instructors and the quality of work desired. No one would 
propose to turn a high school staff into a college faculty by reducing the 
weekly load from twenty-five periods to twelve. The average high school 
teacher would scarcely know what to do with the time; he has a general- 
ized training with or without special emphasis in one or two fields ; he has a 
distinctly routine attitude toward instruction, and to him the physical 
burden of twenty-five periods is not excessive. In some high schools, 
where specialized graduate work is now required of teachers, instruction 
tends to assume a fresher, more intense, and vital form; here, therefore, 
appears also the tendency to shorten hours to fit the better type of teacher, 
not because he can compel it, but because he has the ability and training 
to make his four hours a day worth another's five. Similarly the good 
college instructor is expected, through complete familiarity with his sub- 
ject, to give his material an original and vigorous treatment. This he 
cannot usually do save in a single field or portion thereof, and he must live 
with his sources in their best forms to the point of saturation. To such 
an instructor more than three periods of instruction per day is a drain 
which his study time fails properly to replenish. He must keep abreast 
of the development of his subject, must continually revise his courses, 
and must himself do constructive study. For the sake of his product it is 
usually well worth while to give him time for all of this. 

"Assuming a faculty trained to high grade work, the question of schedule 
becomes a question of the quality of work desired. There is an impression 

Bulletin 



-The Professional Preparation of Teachers for American Public Schools, 1920. 
14, pp. 109-110. 



SuRA-EY OF Needs 03 

that a heavy schedule is merely a burden to the teacher; that he continues 
somehow to produce in larger amount the best of which he is capable. 
This is of course a mistake. A school demanding that a teacher give twenty- 
five periods of collegiate instruction per week simply gets that teacher's 
energy and effort spread out thinly over twenty-five periods instead of 
concentrated into fifteen, and each class suffers accordingly. It is diffi- 
cult to make the average school board or layman understand this; to them 
an instructor teaching thirty periods is obviously twice as valuable as the 
one teaching half that time. To any one who knows what college work is, 
however, it is apparent that the institution that professes to do college 
work on such a basis is seriously deceiving both itself and others. 

"It is probable, however, that a standard college schedule should not 
be applied abruptly to the normal schools, except for such teachers as 
are already trained college workers. There is on the faculty of each school 
a considerable number of teachers of the high school type; men and women 
lacking special training and bred by long use to the old style normal school 
program. Some of these are good teachers who might yet acquire ade- 
quate preparation, or who would at least be acceptable instructors in sec- 
ondary subjects. On the other hand, in so far as the schools attempt 
college work, the present little group of well-prepared teachers should at 
once be enlarged and placed on a strictly collegiate basis in respect to hours 
and subjects. A training school for teachers, of all institutions, ought to 
make its own standards in these respects unimpeachable." 

The second consideration is how the teaching load at the state normal schools 
compares with the state university. A study of the teaching load in the first 
two years of the College of Literature, Science and the Arts shows a distribution 
of 10, 12, and 15 hours for the percentiles and median. This may be explained 
by the fact that the professorial teaching load is small to make allowance for 
research, and the huge rhetoric department has a standard teaching load of nine 
hours. As rhetoric is a required freshman subject the greater portion of this 
faculty falls into the first two years distribution and tends to reduce the load. 
The comparison of the first two years in the College of Literature, Science and 
the Arts of the university with the normal schools follows: 





25 Percentile 


Median 


75 Percentile 


Normal Schools. . . 


8 


12 
12 


16 


University of Michigan 


10 


15 



-2 1 

The normal school load is two lower in the first quartile and one higher in the 
third quartile. The university teaching load is lower in the upper end because 
of the time required for research. This same practice has been followed at the 
normal schools. The question that may be asked is: Is research a normal 
school function? The best answer may be found in a quotation from the Car- 
negie Foundation Survey of Missouri normal schools. ^ This covers the subject 
of research as follows : 

"There is a feeling on the part of some that the function of a training- 
school staff should not involve research, but should consist exclusively 
in inculcating known truth, and that consequently a fuller teaching pro- 
gram is permissible. The premise back of this attitude is partially true, 
but the conclusion is wholly mistaken. Technical research in education 
requiring minute and prolonged experimentation is doubtless out of place 
in a training school under present conditions, although this may be said only 
with the proviso that these schools be kept in intimate touch with such 
work even to the extent of limited participation. It is not too much to 



94 



State Normal Schools 



expect that some one serious undertaking of a research nature should be 
under way at every normal school all of the time. But the heart of the 
job in an institution for preparing teachers is unquestionably the teach- 
ing itself. The foremost feature of a successful school of this type, the 
lever on which it must chiefly depend to accomplish its results, is the abil- 
ity of each and every instructor to present continuously the performance 
of the finished artist in teaching as teaching. It is contact of this sort 
that soonest and most deeply fastens fine ideals of teaching in the minds of 
young students. This ability in a teacher is not the ability required to 
prepare books or to conduct general investigations. It presupposes rather 
a constant and, sympathetic intimacy with the kind of instruction for which 
the teacher is preparing others; it develops a more and more sensitive in- 
sight into the needs of students and the ways of winning access to them; 
and, finally, it commands an inexhaustible fund of human interest and 
personal force that by common consent justifies the name 'teacher' in 
the greater sense. All of this means devoted thought and a lavish expendi- 
ture of power. To teach teachers is of necessity a work lightly undertaken 
by many, since a multitude nmst undertake it; but to teach teachers well 
is the most exacting and responsible as it is perhaps the most inspiring 
business in the academic world. While, therefore, much more must be 
demanded of the normal school instructor than he usually gives today, 
he should in turn be protected, even more than his colleague in the uni- 
versity, from requirements that check his growth and stifle his best ex- 
pression." 

The conclusion reached is that research is essential and should be recognized 
as such but that the primary object of training teachers must never be lost sight of. 
Where a specific piece of research is to be accomplished allowance should be made 
but this should be limited in character and in amount. 

The second factor in teaching load is the actual amount of instruction given 
in terms of student hours.^ Although the teaching load in periods may be equal 
yet the distribution of students in these classes may result in great inequality 
in load. In computing the teaching load in student hours the 50 minute session 
was reckoned as a full hour. Twenty-five per cent of the teachers carry 114 
or fewer student hours. The range for half of the teachers is from 114 to 305 
hours, with a median load of 190. Northern State shows the best distribution 
and Western State the lowest. 

There are no comparative data so a reasonable expectancy of student hour 
load has been set up, based on the suggested class size distribution of 20-30-35 
without increasing the actual number of class hours. The base used is the present 
class hour distribution. This would make the lower percentile 200, the median 
340 and the upper percentile 460. 

If this were applied reasonably to the state schools it would result in a saving 
of teachers without actually increasing the number of class hours or diminishing 
the teaching effectiveness. These data appear in the following table: 

TABLE 61— STUDENT HOURS PER TEACHER PER WEEK 





Michigan 


Western 


Central 


Northern 


Average 
for all 
schools 


Reasonable 
expectancy 


25 Percentile . . 

Median 

75 Percentile . . 


146 
238 
306 


92 
176 
276 


112 
164 
304 


152 
250 
340 


114 
190 
305 


200 
340 
460 



1 — The Professional Preparation of Teachers for American Public Schools, 1920. Bulletin 

14, pp. 110-111. 
« — Student hours may be defined as the products of the number of students taught mul- 
tiplied by the number of clock hours taught. 



Survey of Needs 95 



Chapter XII — Costs 

Educational costs are complex. Their interpretation involves a knowledge 
of so many intimate administrative details, of policies, organization, character 
of the school plant, salary conditions, interpretation of results, etc., that broadly 
speaking, their analysis must be confined largely to educational administrative 
officers. Costs are not hard and fast criteria of educational effectiveness. They 
are merely indices for the use of the executive. The basic point of policy in 
collegiate administration should be not how cheap but how well. Economy 
must be interpreted in the light of quality. The character of service should 
be the primary consideration and cost the secondary consideration in any educa- 
tional institution. In presenting the cost data from the state normal schools 
it is advisable to bear this in mind and not attempt to draw erroneous conclu- 
sions from an ascending curve. 

The general basis of cost estimation is the per capita. This has so many dis* 
tinct weaknesses as to make it almost valueless. All students are not in school 
for the same period and consequently the actual per capita cost would not be 
the cost that is generally obtained by dividing total expenses by the largest regu- 
lar registration, and prorating the summer registration to fit into the whole. 
If it is assumed that the entire enrollment spends the same amount of time in the 
college, a comparison between two schools on this basis might be misleading 
for the average student load at one school might be 16 hours and at another 12 
hours weekly. A school with a high mortality would show a lower cost than a 
school where all of the students actually stayed throughout the year. There 
can be no meaningful comparison on a per capita basis between different schools. 
There are too many variables. 

For the purpose of this study the costs have been reckoned on an instruction 
hour basis, which may be briefly described as 60 minutes of instruction for one 
student. Records of this character were not available at the several schools 
so the average student load covering several terms was taken as a norm and 
applied to all schools on the basis of membership. It is possible that the actual 
number of instruction hours may have been slightly above or below this assumed 
figure at certain schools but as the standard was applied to all schools alike and 
the variation in hours is due only to differences in membership it may be safely 
assumed that the results are a fair index of each school. 

Budget Distribution 

The maintenance fund was divided into five groups that correspond with the 
general procedure in educational accounting. These are administration, instruc- 
tion, auxiliary agencies, operation, and maintenance of buildings. The average 
proportion of the maintenance fund spent for administration varies from 9.6% 
at Michigan State to 16.6% at Central. The average is 12.7%. The smaller 
the school the higher the proportionate administrative cost. The range at Cen- 
tral from 1910-11 to the present time is 14.5% to 18.7%. 

Instruction varies from 67.3% at Central Normal to 71.6% at Northern State. 
Michigan State has devoted as high as 74% to instruction in one year with an 
average of 70.8%. The high point at Western State was 75.6% in 1916-17 and 
the highest point at Northern State was 74.7% in 1920-21. 



96 



State Normal Schools 



Operation of buildings ranges from 13.3% at Northern State to 15.4% at Michi- 
gan. The high point at Michigan State was 23.2% in 1917-18 which was equalled 
in 1918-19 by Central with a 23.3% expenditure for this purpose. The other 
two schools did not exceed 15%. 

Maintenance costs vary from 4% at Michigan State to 1.3% at Central. The 
reason for this high proportion at Michigan State, 6.4% in 1920-21, is due largely 
to the presence of some very old buildings whose maintenance cost is high. There 
is no available data on the balancing of college and university budgets, so a de- 
tailed study of the data presented by the normal schools was necessary to formu- 
late a standard of budget division. The requirements for the several divisions 
were worked on the basis of this study and conditions that might obtain under 
an ideal situation. The following tentative standard was developed. 

1. Not more than 15% of the maintenance budget should be devoted 
to administration. 

2. The amount devoted to instructional purposes should approach 
70% of the whole. 

3. Auxiliary agencies, including the operation of dormitories, com- 
mons and health service should not exceed 2.5%. 

4. The amount devoted to the operation of the college plant should 
not exceed 10% of the entire budget. 

5. Maintenance of the school plant should not be in excess of 2.5% 
of the budget. 

Using this tentative standard as a measure, Central Normal is the only school 
spending more than 15% for administration. This is due somewhat to size. 
The other schools are not spending euough on administration and their staffs 
are too small for the proper service that is required by these schools. 

All of the schools except Central are at the standard set for instruction. 

Operation of buildings is proportionately too high at all of the schools. Michi- 
gan and Western State are above the mean for maintenance of buildings. These 
data are shown in the following table. 



TABLE 62— AVERAGE PER CENT DISTRIBUTION 1910 TO 1921 
FOUR STATE NORMAL SCHOOLS ' 













Average 


Suggested 


Function 


Michigan 


Western 


Central 


Northern 


per cent 


distribu- 
tion 


Administration 


9.6 


11.4 


16.6 


13.3 


12.7 


15.0 


Instruction 


70.8 


71.1 


67.3 


71.6 


70.2 


70.0 


Auxiliary 














Agencies .... 


.2 


.6 




.3 


.3 


2.5 


Operation of 














buildings 


15.4 


13.7 


14.8 


13.3 


14.3 


10.0 


Maintenance 














of buildings. 


4.0 


3.2 


1.3 


1.5 


2.5 


2.5 


Total 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 



■ — These detailed tables by individual schools appear in the appendix as Tables XXXI to 
XLIII. 



Survey of Needs 



97 



Growth in Expenditures 

Maintenance expenditures at the state normal schools have increased from 
$389,264 in 1910-11 to $1,062,656 in 1920-21, which is an increase of $673,392, 

or 173%. 

During this period (1910-11 to 1921-22) the enrollment in the regular sessions 
increased 32.6% and that in summer sessions 102.4%. 

The variation between expenditures increase and growth is due to increased 
costs generally and salary increases specifically. These will be considered in 
detail in a later chapter. 

These data appear in the following table and diagram: 





















1 




PE 

EXPEND 

All N 


\ CENT 

[TURES 

OVER 
>rmal S 


OF If 

IN 
AND RI 
1910-1] 
hcols C 


CREASE 

GISTRAT 

ombinec 


ION 








1 










E;t 


penditu 


res,,/^ 


. 


/ 






^. 




» » - 






'vRegis 


iration 


- ■ 


^ " 




^*' 



150 



00 



SO 



-10 



1910 t911 19J2 1913 1914 1915 1916 1917 1918 1919 1920 

1911 1912 3913 1914 1915 1916 1917 1918 1919 1920 1921 



DIAGRAM 32 

TABLE 63— MAINTENANCE EXPENDITURES STATE NORMAL 

SCHOOLS 1910-1921 



Year 


Total 1 


Increase over 1910 


Per cent increase 


1910-11 

1911-12 

1912-13 


389,264.09 
417,499.18 
451,408.76 
498,601.84 
520,007.91 
556,508.44 
562,630.05 
648,735.08 
666,657.63 
771,883.38 
1,062,656.95 


28,235.09 
62,144.67 
109,337.75 
130,743.82 
167,244.35 
173,365.96 
259,470.99 
277,393.54 
382,619.29 
673,392.86 


7.3 
16.0 


1913-14 

1914-15 

1915-16 


28.1 
33.6 
43.0 


1916-17 

1917-18 

1918-19 . . . 


44.5 
66.7 
71.3 


1919-20 

1920-21 


98.3 
173.0 



1 — These detailed data appear in the Appendix as Table XXXV. 



State Noemai, Schools 



Student Hour Costs 

The general tendency in student hour costs at all four schools has been to more 
than double since 1910-11. In that year the range was from 16.1 cents at Michi- 
gan State to 27.4 cents at Northern State. The difference in cost was directly 
proportionate to the size of school. 

The general tendency in cost increase over this period is well marked and con- 
sistent, although intermediate fluctuations occur at all schools. 

These data are shown in the following table: 

TABLE 64— TOTAL STUDENT HOUR COSTS ^ 



Year 


Michigan 


Western 


Central 


Northern 


1910-11 .... 


$ 
.1618 
.1777 
.2011 
.2036 
.2045 
.2014 
.1900 
.2681 
.3890 
.3820 
.4675 


$ 
.1998 
.1943 
.2088 
.2753 
.2725 
.3184 
.2626 
.3584 
.3076 
.3730 
.5225 


$ 
.2406 
.2505 
.2894 
.2929 
.2906 
.2967 
.3232 
.4240 
.3029 
.3440 
.4287 


2744 


1911-12. .. . 


2172 


1912-13 


2400 


1913-14 


2896 


1914-15 


.2379 


1915-16 ... . 


2385 


1916-17 


2082 


1917-18 . . . 


3339 


1918-19... 


3250 


1919-20 

1920-21 


.4489 
5028 







It is impossible to divide these student hour costs into their major elements of 
administration, instruction and operation for all schools because of the incom- 
pleteness of detailed records at two of the state schools. The 1910 administra- 
tion cost at Michigan State was 1.7 cents and at Central 3.5 cents. The general 
tendency of this cost has been to more than double. This is due to salary in- 
crease rather than much extension of the administrative staff. In 1920-21 the 
range was from 3.7 cents at Michigan State to 8 cents at Central. 

The general tendency of administrative costs to vary directly with the size 
of the institution holds true for these schools. These data are shown in the fol- 
lowing table: 

TABLE 65— ADMINISTRATIVE COSTS PER STUDENT HOUR 



Year 


Michigan 


Western 


Central 


Northern 


1910-11 


.0178 
.0181 
.0188 
.0191 
.0203 
.0200 
.0171 
.0229 
.0394 
.0357 
.0375 


.0302 
.0403 
.0345 
.0442 
.0576 


.0350 
.0353 
.0422 
.0446 
.0479 
.0499 
.0588 
.0743 
.0550 
.0635 
.0802 




1911-12 




1912-13 




1913-14 




1914-15 




1915-16 




1916-17 


.0290 


1917-18 


.0418 


1918-19 


.0444 


1910-20 


.0630 


1920-21 


.0614 







-For detail see Appendix. Tables XL to XLIII. 
-No data. 



SuBVEY OF Needs W 

Differences in teaching costs may be due generally to three factors (1) the 
salary range, (2) the teaching program in weekly recitation hours and (3) the 
class distribution by size. The range is from 26.2 cents at Central to 37.5 cents 
at Northern. Theoretically, the larger the school the lower the instruction cost 
if the salary distribution is assumed to be almost equal, for larger groups make 
possible better class distribution. This does not appear to operate at these schools 
for Western State, the second largest school shows an instruction cost far above 
that of Central and only slightly below Northern State. These data: 



TABLE 66— INSTRUCTION COST PER STUDENT HOUR 



Year 


Michigan 


Western 


Central 


Northern 


1910-11 


.1227 
.1303 
.1500 
.1480 
.1474 
.1490 
.1399 
.1734 
.2610 
.2562 
.3074 


.1986 
.2416 
.2240 
.2655 
.3574 


.1721 
.1797 
.2075 
.2073 
.2024 
.2017 
.2129 
.2832 
.1755 
.2252 
.2624 




1911-12 




1912-13 




1913-14 . 




1914-15 . ... 




1915-16 

1916-17 


1498 


1917-18 


.2265 


1918-19 

1919-20 


.2360 
3169 


1920-21 


.3751 







The operating costs show a fairly wide distribution. Northern State is lowest 
at 6.6 cents and Michigan State highest at 12.2 cents, or practically double that 
of Northern. There is a progressive difference of practically two cents between 
each of the schools. 

While teaching costs at Michigan State increased 150% since 1910-11 
operating costs have increased 500%. At Central State teaching costs Increased 
53 % and operating costs 157 %. 

These data are shown as follows: 



TABLE 67— OPERATING COST PER STUDENT HOUR 



Year 


Michigan 


Western 


Central 


Northern 


1910-11 


.0213 
.0293 
.0323 
.0365 
.0368 
.0324 
.0330 
.0718 
.0886 
.0901 
.1226 


.0338 
.0765 
.0491 
.0633 
.1075 


.0335 
.0355 
.0397 
.0410 
.0403 
.0451 
.0515 
.0665 
.0724 
.0553 
.0861 




1911-12 




1912-13 




1913-14 




1914r-15 




1915-16 




1916-17 

1917-18 

1918-19 


.0294 
.0656 
.0446 


1919-20 


.0690 


1920-21 


.0663 







-No data. 



100 State Normal Schools 



Summary 

1. Unit educational costs are complex in character and must be 
interpreted in conjunction with factors of policy, organization, 
character of school plant and salary conditions. 

2. The per capita method of computing costs is likely to be mis- 
leading in that it does not take into consideration the actual ser- 
vice given to each student. 

3. The student hour is a sensible basis upon which to compute 
costs for this is based upon actual instruction rendered. 

4. A suggested distribution for a balanced budget is: 

Administration 15.0% 

Instruction 70.0% 

Auxiliary Agencies 2.5% 

Operation of Buildings 10.0% 

Maintenance of Buildings 2.5% 

Total 100.0% 

5. Only one of the schools exceeds 15% in administration over a 
period of ten years. 

6. Three schools are fairly in accord in instruction; only one 
falls slightly below the standard of 70%. 

7. All schools are relatively high in operation costs. Not more 
than 10% should be devoted to this division. 

8. Two schools exceed the suggested standard of 2.5% for plant 
maintenance but in the case of Michigan State several very old 
buildings account for this. 

9. Maintenance expenditures have increased $673,392 or 173% 
since 1910-11. This is due generally to increased costs and 
specifically to desirable and essential salary increases. 

10. Student hour costs have more than doubled since 1910-11. 
This is quite obviously reasonable for expenditures increased 
173%, growth in regular sessions 32.6% and in summer sessions 
102.4%. 

11. The 1920-21 student hour cost by institutions was: 

Central Normal 42.8 cents 

Michigan State 46.7 cents 

Northern State 50.2 cents 

Western State 52.2 cents 

12. The variation in costs between schools seems to be relatively 
large. 

13. While teaching costs increased 150% at Michigan State and 
53% at Central, the operation of buildings cost increased 500% 
and 157% respectively. 



Survey of Needs 



101 



Chapter XIII — Salary Conditions 

The question of salaries paid members of the faculty is of such vital import- 
ance in the character of state schools that it was considered desirable to treat 
teacher recompense in a separate chapter. 

In a previous chapter on costs, the statement was made that the increase in 
costs had been due largely to salary increases because the salaries paid the facul- 
ties form 70 per cent of the entire maintenance expenditures. 

The great plea during the war period was that the teachers' salaries were out 
of proportion with increasing living costs. This was true, particularly in colleges 
and universities. The second argument, little emphasized at the time, was that 
good teaching like other good things is expensive and that if well- trained capable 
teachers are not paid in proportion to services rendered they may enter other 
activities and teacher recruiting will become more difficult. To the writer, this, 
after all, is the most important of the reasons for salary increases. 

These increases should have been made not only to adjust salaries to living 
costs but in some measure to give recompense in proportion to service. 

The state that in the future neglects the rewards to teachers will find itself 
in a serious position educationally after a time, for the better teachers will go 
elsewhere or leave the profession and newcomers will not enter fields where the 
rewards are so inferior to service. Years ago this would not have been possible, 
for the average teacher was an academic type quite remote from practical life. 
This type has gradually changed since the beginning of the war period. Teachers 
have established contacts and developed social experiences that have brought 

















\ 




PER CEt 
COST 


T OF II 
IN THE 
OF LIV 
AND 


CREASE 
NG 








\ 




OVEI 


JULY 19: 


3 


COST^ 


^ 


/ 

/ 
/ 

/ 


\ 










/ 


VING 


/ 

/ 










/ 


/ 


^.- 


/ 

;^ALARIEJ 

r 










/ 


/ 
* 

* 
• 








--., 


---' 













100 



75 



50 



25 



1913 1914 1915 1916 • 1917 1918 1919 1920. 1921 



® 



DIAGRAM 33 



102 



State Normal Schools 



them nearer the living world. The changing attitudes in education alone have 
been largely responsible for these conditions. 

Salaries at the state normal schools were increased to meet the changes in 
living costs. The first problem is to determine how closely these increases did 
approach changed conditions. The cost of living, assuming 1914 as the base, 
rose steadily as every one is aware, until it reached a high point of 104% over 
1914 in July, 1920. Since that time the general decrease has been quite noticeable 
until in July, 1921, it reached a point slightly more than 60% above the 1914 
level. ^ 

During the same period there was practically no increase in the median and 
percentile salary increases at all schools until 1918-19. They then rose sharply 
but were still widely separated from living costs through 1920-21 when they 
began to be in agreement with the cost of living curve. 

This survey pays no attention to the factor of proper recompense on the basis 
of service but considers merely the question of living expense. The answer is 
rather obvious. The salaries of the normal school faculties did not increase in 
proportion to the increase in the cost of living. 

In 1920-21 fifty per cent of these faculties received from $1,944 to $3,269 with 
the mediaD at $2,347. This appears graphically in the following diagram: 



SALARY 



NORMAL SCHOOLS COMB IN 



CH>\NGES 



(500 Upper 
Range 



TSjgile 




— Median 
^000-255gile 



DIAGRAM 34 

The next consideration is how the normal schools fared in relation to other 
state institutions. Data are available from the University of Michigan and the 
College of Mines. 

In the lower quartile the normal schools increased 72.1%, the College of Mines, 
67.8%, and the University of Michigan only 30.4%. 

In the median the College of Mines increased 83.3%, the normal schools 64.3%, 
and the University of Michigan 34.9%. 



1 — National Industrial Conference bulletin No. 44. 



Survey of Needs 



103 



In the upper quartile the College of Mines increased 72.5%, the University of 
Michigan, 57.3%, and the normal schools 50.9%. 

In the lower quartile and in the median salaries the normal schools today are 
higher than the University of Michigan. These data appear in the tablej'on 
the following page. 



SALAI!Y CHANGIS 



WliiTHRN STATE NORMAL 



SCHOOL 



1913 1914 1915 

1914 1915 1916 



1916 
1917 



1917 
1918 



1918 
1919 



1919 
1920 



3000 




5000 Upper 
Range 



4000 



755Sile 



« Median 

2000 

< 25^ile 



[000 Lower 
Range 



1920 
1921 



® 



DIAGRAM 35 



MICHIGAN STATE NORAIAL 



[913 
1914 



SALARY CHANGES 



1914 
1915 



1915 
1916 



1916 
1917 



1917 
1918 



1918 
1919 



1919 
1920 



4500 Upper 
Range 

4000 



75^ile 




-Median 



25^11 e 



1920 
1921 



@ 



DIAGRAM 36 



104 



State Nokmal Schools 



TABLE 68— COMPARISON OF QUARTILE AND MEDIAN SALARIES 

First Quartile Salaries 



SchooJ 


1913-14 


1920-21 


Per cent increase 


Normal Schools 


$1,129 
1,077 
1,229 


$1,944 
1,405 
2,062 


72 1 


Univ. of Michigan 

College of Mines 


30,4 
67.8 





Median Salaries 






School 


1913-14 


1920-21 


Per cent increase 


Normal Schools 


$1,429 
1,626 
1,500 


$2,347 
2,195 
2,750 


64.3 


Univ. of Michigan 

College of Mines 


34.9 
83.3 





Third Quartile Salaries 




School 


1913-14 


1920-21 


Per cent increase 


■ 

Normal Schools 

Qniv. of Michigan 

College of Mines 


$2,166 
2,305 
2,083 


$3,269 
3,627 
3,593 


50.9 
57.3 
72.5 



SALARY CHANGES 
CfeNTlML ST\TE NORAlAL SCHOOL 




1913 
1914 



1914 
1915 



1915 
1916 



1916 
1917 



1917 
1918 



1918 
1919 



1919 
1920 



$ 
5000 



4500 Upper 
Range 

4000 



3000 



2000 



1000 



500 



1920 
1921 



755^116 



Aledian 



25^11 



Lower 
Range 



DIAGRAM 37 



Survey of Needs 



105 



NOETHERN STATE iNORMAl SCHOOL 



SALAR\ CHANGES 




5500 Upper 
Range 

5000 



4000 75S6ile 



3000 



Median 
2556ile 



2000 



500 Lower 
Range 

[000 



1913 
1914 



1914 
1915 



1915 
1916 



1916 

1917 



1917 
1918 



1918 
1919 



1919 
1920 



[920 
[921 



DIAGRAM 38 

A comparison that may be reasonably made at present is how these salaries 
compare with the larger public school systems. It is assumed at the outset 
that members of normal school or university faculties should be paid more than 
teachers in secondary schools. 

Salary distributions for high school teachers in Cleveland, St. Louis, Chicago, 
and Detroit in 1920-21 are available. Arranged in order of median salaries, 
the College of Mines is highest, the normal schools fifth, and the University of 
Michigan seventh. 

In the lower quartile the normal schools are sixth and the University of Michigan 
seventh. 

In the upper quartile the University of Michigan is first, the College of Mines 
second, and the normal schools third. 

The salaries of 75% of the faculties at the normal schools and university are 
well below those paid secondary school teachers in the larger cities. These data 
appear in the following table: 



TABLE 69— COMPARISON WITH 


CITY SCHOOL 


SALARIES 




First quartile 


Median 


Third quartile 


CoUege of Mines 

Cleveland 


$2,062 
2,177 
2,400 
2,183 
1,944 
2,000 
1,405 


$2,750 
2,566 
2,550 
2,350 
2,347 
2,300 
2,195 


$3,593 
2,992 


St. Louis. . 


2,850 


Chicago. 


2,616 


NORMAL SCHOOLS... 
Detroit 


3,269 
2,450 


University of Michigan . . 


3,627 



106 



State Normal Schools 



SALARY CHAN013S 
UN IVORS ITY OF MICHIGAN 




\\\\\VVVVV\\\\\\\\\\\\\V\\\\\\\ V\\\\\\\\^^^^ 



1913 
1914 



1920 
1921 



Medido 
255Sile 



Lower 
Range 



DIAGRAM 39 



SALARY CHANGES 



MICH 




1913 
1914 



1914 
1915 



1915 
1916 



1916 
1917 



1917 
1918 



1918 
1919 



1919 
1920 



4000 Upper 
Range 

* 75^11 e 



3000 



2000 



Median 
25^ile 



1000 Lower 
Range 



1920 
1921 



DIAGRAM 40 



^UBVEY OF Needs 



107 



Study of salaries at the individual normal schools shows a fair variation. The 
range of 1920-21 salaries in the lower quartile is from $1,789 to $2,333. The 
median range is from $2,261 to $2,857 and the upper quartile range is from $3,218 
to $4,000. Resignations and replacements at lower salaries is responsible for 
some of these differences, but from the percentage increase it would appear that 
certain schools increased at a faster rate than others. Northern State has the 
highest general percentage increase with Michigan State second. 

These variations appear in the following table. 

TABLE 70— COMPARISON OF NORMAL SCHOOL SALARIES i 

A — Lower Quartile 



School 


1913-14 


1920-21 


Per cent increase 


MichigaD State 


$1,017 
1,166 
1,223 
1,291 


$1,864 
1,789 
1,875 
2,333 


83.3 


Western State 


53.4 


Central Michigan 

Northern State . 


53.2 
80 6 







B — Median Salaries 



School 


1913-14 


1920-21 


Per cent increase 


Michigan State 


$1,340 
1,452 
1,473 
1,656 


$2,261 

2,284 
2,425 

2.857 


68.7 


Western State 


57.2 


Central Michigan 

Northern State 


64.6 

72.5 







C — Upper Quartile 



School 


1913-14 


1920-21 


Per cent increase 


Michigan State 


$2,053 
2,200 
2,416 
2,125 


$3,069 
3,218 
3,541 
4,000 


49.5 


Western State 


46.3 


Central Michigan 

Northern State 


46.6 

88.2 







Summary 

1. It is of vital importance to the state that the faculties of the 
institutions of higher learning be paid in proportion to the 
value of their services in addition to maintaining the relation- 
ship between apparent and actual purchasing power. 

2. The salaries of faculty members at the state normal schools 
were not increased in proportion to the cost of living which rose 
104%, while salaries rose as follows: lower quartile, 72.1%; 
median, 64.3%, and upper quartile, 50.9%. 

3. The salaries generally are below those paid teachers in second- 
ary schools in the larger cities. 

4. There is a fairly wide variation in quartile and median salaries 
at the several schools. In general they increased most rapidly 
at Northern and Michigan State. 

5. The salaries paid are still too low for the type of service neces- 
sary for the development of normal schools as institutions of 
collegiate rank. 



■For detailed distribution see Appendix, Table XLIV to L. 



108 



State Normal Schools 



Chapter XIV — Social Conditions 

A study was made of social conditions at the four normal schools. This includes 
age, nativity, race, economic condition, parental education, reasons for teaching, 
expenses and housing conditions. Each of these divisions is discussed in 
more or less detail. For purposes of ease in presentation the results at all of 
the schools are combined. 

Nativity of Students 

Eighty-seven per cent of the students now in the state normal schools are 21 
years or younger. Thirty-four are under 17 years old and 70 are more than 29 
years. The general age distribution shows that the state teacher training schools 
are concerned primarily with the training of students who are just past the high 
school age. Ninety-eight per cent of the girls and boys were born in the United 
States. Of the balance, 19 are Canadians, 7 English, 3 are Italians and the re- 
mainder are scattered over half a dozen other national groups. The signifi- 
cant fact is that the great majority of students in training are native born. This 
is shown in Table 71. 



TABLE 71— COUNTRY OF STUDENT'S BIRTH AND AGE OF STUDENTS 

(a) Men 



Country of 


Age of students 


student's birth 


16 and 
under 


17 


18 


19 


20 


21 


22 


23 


24 


25 


26 


27 


28 


29 


30 and 
over 


Total 


Per 
Cent 


United States 


10 


51 


80 


122 


113 
1 


94 


35 


44 

1 


30 

1 


35 
2 
2 


16 


20 


11 


7 


15 

1 


683 

7 
3 

1 
1 
1 


98.3 


Canada 


1 


Italy 


















.4 


Holland 










1 


















1 


Finland 


























1 




.1 
















1 














.1 


































Total 


10 
1.4 


51 
7.3 


80 
11.5 


122 
17.4 


115 
16.5 


96 
13.8 


36 
5.2 


45 
6.5 


31 
4.5 


39 
5.6 


16 
2.3 


20 
2.9 


11 
1.6 


8 
1.2 


16 
2.3 


696 
""2" 




Per cent 


100 








































Total 
































698 

2,225 
12 
7 
2 
2 

2 




United States 


24 2201 .^iOOl .«i04l .^Ifil 210 


129 


(b)W 

781 ^^ 


ome 
56 


n 
33 
2 


20 


17 


9 


48 
3 
1 


98.5 


Canada 




1 




3 

1 




2 


"i 


1 


5 






1 






.3 


Poland 










































1 


.1 


Russia 




























05 


Porto Rico 






























.05 


South Africa 











1 




















05 
































.05 


Finland 






























05 
































.05 


Austria Hungary 
























■ 






05 


Persia 










1 




















.05 


Sweden 


















1 










1 


1 
































Total.. 


24 
1.1 


231 
10.2 


504 
22.3 


508 
22.4 


322 
14.3 


215 
9.5 


129 
5.7 


79 
3.5 


53 
2.4 


57 
2.5 


35 
1.6 


21 
.9 


17 
.8 


9 
.4 


54 
2.4 


2.258 

■■'io' 




Percent 


100.0 


No information . ... 






































Total 
































2,268 




. Total 


34 
1.2 


282 584 630 
9.6 19.7 21.2 


437 
14.8 


(c) Men and W 
311116511241 841 flfi 


ome 
51 
1.7 


n 
41 281 17 


70 
2.4 


2,954 




10.5 


5.6 


4.2 


2.8 


3.3 


1.4 


1.0 


.6 


....... 


100.0 


No information 


































Total ... 






























2,966 





































Survey of Needs 



109 



Nativity of Parents 

Seventy and one-half per cent of the male parents and seventy three and nine 
tenths per cent of the mothers of these students were born in this country. The 
five dominant racial groups, including 91 per cent of the total, embrace the United 
States, Canada, Germany, England and Sweden. The rest are scattered over 
26 different nations. These data appear in table 72. 



TABLE 72— COUNTRY OF BIRTH OF FATHER AND MOTHER. 



Country of birth 


Father 


Mother 


Per cent 
fathers 


Per cent 
mothers 


United States 

Canada 


2,090 

281 

85 

135 

119 

6 

20 

10 

7 

62 

31 

32 

5 

34 

7 

8 

1 

2 

1 

19 

4 


2,195 

277 

70 

89 

103 

5 
17 

9 

6 
54 
33 
26 

5 
30 

5 
' 3 

n 

f5 

f 2 

18 

3 


70.5 

9.4 

2.9 

4.6 

4.0 

.2 

.7 

.3 

.2 

2.1 

1.1 

1.1 

.2 

1.2 

.2 

.3 

.03 

.06 

.03 

.6 

.1 


73.9 
9.4 


Germany 


2.4 


England 


3.0 


Sweden 


3.5 


Switzerland 


.2 


Denmark 


.6 


Italy 


.3 


Russia 

Finland . . ... 


.2 

1.8 


Norway . . . . . . 


1.1 


Netherlands 


.9 


France 


.2 


Ireland 


1.0 


Poland 


.2 


Scotland 


.1 


Porto Rico 


.03 


Bohemia 


.2 


Syria 


.1 


Austria 


.6 


Lithuania 


.1 


Nova Scotia 


.03 


Luxemburg 




.03 


Wales 






.03 


Persia 






.03 


China 






.03 


Australia 






.03 


Philippine Islands 


1 
3 

1 
1 




.03 
.1 
.03 
.03 


.03 




















Total 


2,965 


2,963 


100.0 


100.0 







110 



State Normal Schools 



Home Language 

English is the home language of 94.5% of these students. The other 5.5% 
speak 18 different languages with Swedish, Finnish, French and German pre 
dominating. It is interesting to note that the majority of foreign -born families 
from Holland, Norway, Denmark, Sweden and Germany have adopted English 
as the home language. This is shown in Table 73. 



TABLE 73— HOME LANGUAGE 



Country of 


Home Language 


father's birth 


English 


German 


Swedish 


Danish 


Norwegian 


Italian 


Dutch 


Polish 


French 


United States 


2,085 
260 
75 
135 
83 
34 
15 
22 
6 
27 
3 
5 
8 
5 
4 
17 
9 
3 


1 
1 
9 






1 








2 














20 


Germany , . 






























Sweden 




36 




































5 












Norway 




1 


8 










Italy 






4 








Netherlands . 
















Poland 














12 


Russia 


1 












p 


Scotland 
















Switzerland 




1 














France 














i 


Finland 




7 












383 


Austria Hungary . . . 

Belgium 

Porto Rico 


1 






2 






7« 
























11 


Newfoundland 


1 
3 

1 


































\i 


















.... 1* 


Turkey 
















16 


Syria 


















1« 


Philippine Islands . . 


















11 






















Total 

Per cent 


2,801 
94.5 


13 
.4 


45 
1.5 


5 

.2 


9 
.3 


6 
.2 


5 

.2 


5 

.2 


76 
2.5 


No information 


1 






















Total 
















2,966 





















^Spanish 
2Hebrew 



'Finnish 
<Hungarian-B ohemian 



•Armenian 
•Syrian 



SXTBYEY OF NiXDS 



lU 



Size of Family 

More than half of these students come from families with more than three chil- 
dren. The median falls in the families having between three and four children. 
Thirteen families show 12 children, 26 have 11 children and 35 have 10 children. 
Large families are not limited to those of foreign birth, for the native Americans 
show a good distribution in size of family, averaging 4.5 children. These data 
appear in the following table: 



Country of 
father's birth 


Size of family 


Not 


Total 




1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


Per 

cent 


United States 


252 
25 

6 
15 

8 


437 

38 

16 

16 

8 

3 

2 

6 

1 


429 
44 
11 
21 
14 
2 
4 
3 
2 


313 

53 

7 

17 

23 

5 

2 

6 

..... 

3 

7 

1 


244 

38 

17 

14 

21 

6 

1 

2 

2 

2 

...„ 

1 
2 
11 
3 


143 

21 

7 

17 

11 

4 

4 

2 

1 

2 

1 

4 


77 
18 
8 
12 
11 

4i 


58 
19 
6 
6 
9 
3 
1 
2 
1 


39 
12 
2 
3 
3 
2 

"2 


14 

? 

2 
3 
1 
1 

1 


10 
4 
3 

1 

.... 
1 


2 
3 

2 

1 


36 
4 
1 
3 
4 
3 


2,054 
285 
86 
129 
116 
35 
21 
33 

37 

56 
14 

18 


70.1 


Canada 


9.7 


ffenraiiy 


2 9 




4.4 


Sweden 


4 


Ireland 


1.2 


npTiiTiapk 


1 
2 

1 


.7 


Norway 


1 


2 
1 


1.1 


Italy 


3 


Russia ... 




1 

1 




.... 


.2 


Poland 






3 
6 








** 




3 


Netherlands 


3 

1 


2 
2 




6 


1 


2 


.... 




1.3 


France 






.2 


Switzerland 


2 
6 














.. 1 


2 


Finland 


1 
2 


6 

1 




8 
2 


5 


2 


2 


1 


.... 


3 
....... 


1.9 


FSnnt.lj^nH 


5 







1 




.1 


Porto Rico 














1 


"2 


.... 


03 


Austria Hungary 

RnhftTni?^ 


1 


2 




1 


2 


2 

2 
2 




3 




.6 
1 


Lithuania 










1 














.1 


Czecho Slovakia 
























03 


Turkey 








1 


















.03 


Syria 
















1 










03 




























.03 






























Total . . . 


318 
10.8 


540 
18.4 


548 
18.7 


450 
15.3 


372 
12.7 


231 
7.9 


154 
5.3 


119 
4.1 


68 
2.3 


35 
1.2 


26 
.9 


13 
.4 


59 
2.0 


2,933 
""33' 




Per cent 


100.0 




































Total . . 




























2,966 



































112 



State Normal Schools 



Occupation of Parents 

One-third of the parents of those reporting are engaged in agriculture, 28.6% 
in trade and 11% in manufacturing. Only 6.7% are professional men. In 326 
cases the father has died, leaving the family dependent upon the mother. Almost 
two-thirds of the students come from cities, towns or villages. The median 
income of parents of normal students is approximately $1,500. Fifty per cent 
of the incomes range between $1,000 and $3,000. There are 3.4% who have 
retired. The median income for this group is $1,700. The significant fact de- 
veloped is that at least two-thirds of the families would have great difficulty in 
financing sons and daughters in any institutions of higher learning under existing 
costs. These data appear in Table 75. 



TABLE 75— FATHER'S OCCUPATION AND INCOME 






Occupation 


Income 

not 
stated 


$500 
or 

less 


$501 
$1,000 


$1,001 
$1,500 


$1,501 
$2,000 


$2,001 
$2,500 


$2,501 
$3,000 


$3,001 
$4,000 


$4,001 
$5,000 


Over 
$5,000 


Total 


Per 

cent 


1 Agriculture 


118 
23 
46 
21 

151 
20 
22 

3 
12 


39 
3 
2 

1 
1 

....... 


161 
4 
15 
6 
42 
3 
4 

3 
5 


183 
17 
61 
13 

144 
21 
35 

8 
15 


133 
14 
52 
14 

102 
20 
21 

2 

8 


105 
6 
46 
15 
89 
19 
20 

2 
3 


63 
6 
26 
16 
79 
9 
19 


34 
2 

21 
8 

48 
8 

15 


6 
4 

33 
3 

18 


21 
1 

11 
4 

50 
2 

18 


874 
77 
286 
101 
742 
106 
173 

18 
53 


33 5 


2 Extraction of minerals 

3 Manufacturing 


3.0 
11 




3.9 


6 Trade 


28 6 




4 1 


7 Professional service 

8 Domestic and personal 

service . . . 


6.7 

7 


9 Clerical 


3 


1 


4 


1 


2 






Totals 


416 
30 
26 
25 


51 

1 
10 


243 
5 
11 
3 


497 
3 

15 
2 


366 
3 

10 
2 


305 
2 
3 


221 


137 


86 
1 
5 


108 
4 


2,430 
46 
89 
33 






1.8 


Retired 


2 
1 


3 


3,4 


No occupation 


1 3 












Totals 


497 
19.1 


62 
2.4 


262 
10.1 


517 
19.9 


381 
14.7 


310 
11.9 


224 
8.6 


140 
5.4 


92 
3.5 


113 
4.4 


2,598 




Per cent 


100 






Total Usted above 

Fathers deceased 

No information . . 


2,598 

326 

42 


87.6 

11.0 

1.4 


























Total 


2,966 


100.0 























Survey of Needs 



113 



Property of Parents 

Eighty-four per cent of the parents own property. There are 27.3 % who own 
farms, 40.3% who own city property and 16.8% who own both. Nine per cent 
have no property and six per cent furnished no information. This appears in the 
following table: 



TABLE 76— PROPERTY 


OWNED BY 


PARENTS 










Type of Property Owned 






Occupation 


City 


Farm 


Both 


None 


No infor- 
mation 


Total 


Per 
cent 


1 Agriculture 


62 
42 

189 
59 

438 
55 
91 

13 
35 


533 
8 
22 
14 
62 
12 
17 

2 
2 


128 

4 

27 

13 

149 
28 
35 

"io* 


44 
22 
41 

9 
58 

9 
25 

3 
6 


107 
1 
7 
6 
35 
2 
5 


874 
77 
286 
101 
742 
106 
173 

18 
53 


33 5 


2 Extraction of minerals. 

3 Manufacturing 

4 Transportation 

5 Trade 


3.0 

11.0 

3.9 

28 6 


6 Public service 


4 1 


7 Professional service. . . . 

8 Domestic and personal 

service 


6.7 

7 


9 Clerical . 


2 






Totals 


984 


672 


394 


217 


163 


2,430 








Occupation not stated . 
Retired 


9 
37 
19 


17 

16 

3 


12 

1 


8 
4 
9 


3' 


46 
89 
33 


1.8 
3.4 


No occupation 


1.3 


Total 


1,049 
40.3 


708 
27.3 


437 
16.8 


238 
9.2 


166 
6.4 


2,598 




Per cent 


100.0 







114 



State Nobmal Schools 



Education of Parents 

Less than one per cent of the parents are unable to read or write in English. 
Eighty-five per cent have completed the eighth grade. Fifteen per cent have 
completed high school while 4.2% are themselves normal school graduates. Eight 
per cent are college or university graduates. The outstanding fact is that 14.9% 
of those reporting have less than the equivalent of an eighth grade education. 
Three hundred forty-three did not report and it is reasonable to suppose that 
they fell in the lower group. These data appear in the following table : 



TABLE 77— EDUCATION OF PARENTS 

(a) Father 





Unable 
to read 
or write 


3rd 
grade 


6th 
grade 


8th 
grade 


High school 


Normal 
school 


Col- 
lege 


Uni- 
ver- 
sity 


Total 


No in- 
forma- 
tion 






iBt yr. 


2ndyr. 


3rdyr. 


4th yr. 


Total 


Number... 


29 


82 


329 


1,134 


159 


188 


109 


362 


57 


213 


116 


2,778 


188 


2,966 


Per cent. . . 


1.0 


3.0 


11.8 


40.8 


5.7 


6.8 


3.9 


13.0 


2.1 


7.7 


4.2 


100.0 












(b) Mother 




Unable 
to read 
or write 


3rd 
grade 


6th 
grade 


8th 
grade 


High school 


Normal 
school 


Col- 
lege 


Uni- 
ver- 
sity 


Total 


No in- 
forma- 
tion 






iBtyr. 


2ndyr. 


3rdyr. 


4th yr. 


Total 


Number... 


23 


51 


317 


1,030 


191 


251 


136 


483 


179 


134 


19 


2,811 


155 


2,966 


Percent... 


.8 


1.8 


11.3 


36.5 


6.8 


8.9 


4.8 


17.2 


6.4 


4.8 


.7 


100.0 






(c) Parents 




Unable 
to read 
or write 


3rd 
grade 


6th 
grade 


8th 
grade 


High school 


Normal 
school 


Col- 
lege 


Uni- 
ver- 
sity 


Total 


No in- 
forma- 
tion 






Istyr. 


2ndyr. 


3rdyr. 


4th yr. 


Total 


Number... 


52 


133 


646 


2,164 


350 


439 


245 


845 


236 


347 


135 


5,589 


343 


5,932 


Percent... 


.9 


2.4 


11.6 


38.6 


e.3 


7.9 


4.4 


15.1 


4.2 


6.2 


2.4 


100.0 







Survey op Needs 



115 



Reasons for Teaching 

There were 2,874 reports on reasons for entering the teacher training schools. 
Of this number 55.5% appear to be actuated by a real desire to teach. Some few 
took up the work because the parents decided it was the best thing. Teacher 
recruiting in secondary schooli evidently influenced 7.8%, but 28.1% frankly 
stated that they did not intend to teach and desired the education for personal 
reasons. These data appear in the following table: 



TABLE 78— REASONS FOR TEACHING 



(1) 

(2) 

(3) 

(4) 

(5) 

(6) 

(7) 

(8) 

(9) 

(10) 

(11) 

(12) 

(13) 

(14) 

(15) 

(16) 

(17) 

(18) 



Like the work 

Desire to teach 

Enjoy working with children 

Decided by parents 

Think they would like work 

Influenced by others 

Provides channels for higher education . 

No reason 

To help others 

Best fitted for work 

Do not intend to teach 

Miscellaneous 

Economic reasons 

To become self-supporting 

To get an education 

Not decided definitely 

Better opportunities for advancement . 
To better equip themselves for business 

Totals 




Per cent 



15.1 

14.4 

9.7 

8.6 
8.1 
7.8 
6.1 
4.5 
4.2 
4.0 
3.4 
2.7 
2.6 
2.5 
2.3 
2.1 
1.0 



100% 



Self -Supporting Students 

Fifty-one per cent of the students reporting are self-supporting to a greater 
or less degree. 1 There were 1,531 students who claimed some degree of self- 
activity to provide for college expenses. This is self-evident from the study of 
family incomes. The surprising fact is that approximately only half are self- 
supporting. 

Of those who work 18.5% are one quarter self-supporting; 13.5% provide 
half of their expenses and 44.8% earn practically all of the money necessary to 
keep them in school. There are 4.3% who work for room and board only and 
8.6% who worked before coming to school. The range of work embraces 46 
different occupations including every thing from mining and cooking to pro- 
fessional baseball and teaching. 

While it is not undesirable that students should partially earn their way, it 
becomes a handicap to college work when it is necessary to work for a complete 
living and go to school as an over-time proposition. These data appear in the 
following table: 

1 — This is somewhat higher than the estimate for the country, wiiich is 45 per cent. — The 
American Schoolmaster— May, 1922, Vol. 15, No. 5, p. 180. 



116 



State Normal Schools 





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Survey op Needs 117 

Living Expenses 

There were 1,247 reports on the question of living expenses that could be prop- 
erly tabulated. The median cost for the regular school year is $512. Twenty- 
five per cent of this group spend less than $376, while the upper quartile spend 
more than $652. The range of the middle 50 per cent is from $376 to $652, or a 
monthly range of $37 to $65. 

The lower and upper ends of the distribution may be disregarded for the pur- 
poses of this report, placing the emphasis on the middle 50 per cent. 

The range of price of board is from $4 to $8 weekly. This is the same at all 
four schools. The weekly cost of rooms varies from $1 to $8. 

The median expenditure for recreation is about $2 monthly, and the yearly 
median for medical services is $4.94. The median cost of transportation is $28.00. 
The average student spends $113 for clothes a year while in college. This small 
expenditure presupposes a large supply prior to entering school. ^ 

These data on the total expenses appear in the following table: 

TABLE 80— TOTAL EXPENSES FOR ONE YEAR (3 TERMS) 

Annual Number 

expenditures of students Per cent 

$120 20 4.1 

150 21 1.7 

180 31 2.5 

210 30 2.4 

240 26 2.1 

270 23 1.8 

300 42 3.4 

330 45 3.6 

360 80 6.3 

390 60 4.8 

420 59 4.7 

450 74 5.9 

480 73 5.9 

510 99 7.8 

540 73 5.9 

570 49 3.9 

600 70 5.6 

630 40 3.2 

660 40 3.2 

690 63 5.1 

720 38 3.1 

750 48 3.9 

780 32 2.6 

810 33 2.7 

840 9 7 

870 14 1.1 

900 and over 25 2.0 

Total 1,247 100.0 

No information 227 

Total 1,474 

25 PercentUe 376.00 

Median 512.00 

75 Percentile 652.00 



-For details see Appendix, Tables LIV-LX. 



118 State Normal Schools 

Medical Service 

The reports of 1,136 students showed the median annual expenditure to be 
$4.94 for medical service. ^ This low cost is accounted for by the fact that 379 
did not spend anything. The range of costs is from zero to $60. 

Michigan State is the only school that has developed health service for the 
students and possesses an infirmary. Many universities and colleges have es- 
tablished such service and are attempting to develop preventive medicine through 
this agency. 

Social Conditions 

The social conditions are those that might be expected in cities of these sizes. 
Each city is well supplied from a religious standpoint and of the cases reporting 
only 88 gave no information. There were 9.9 per cent who had no church affilia- 
tions and the rest were scattered over 26 denominations, predominatingly Pro- 
testant. ^ 

Apart from the church the social attractions are those furnished by the movies 
and public dance halls, which the students generally are forbidden to attend. 

The social life at the colleges is not particularly rich, and the scattering of 
girls in scores of private dwellings with few social advantages, is not very helpful. 

These sqhools face important problems in providing an adequate social back- 
ground for hundreds of young people upon whose social ideals, habits and tastes 
will ultimately depend the future of hundreds of children. These problems can 
be solved only through the dormitory and commons system which will serve a 
two-fold purpose in providing the necessary common meeting place for the de- 
velopment of social background and also enable the students to live at a much 
more reasonable cost than at present. 

Summary 

1. The state normal schools are engaged primarily in preparing 
for the teaching profession girls and boys who are recent graduates 
of high schools. Eighty-seven per cent are 21 years of age or 
younger. 

2. Ninety-eight per cent of the students are native-born 
Americans. 

3. Seventy per cent of the male parents and 73.9 per cent of 
the mothers of these students are native-born. 

4. The home language in 94.5% of the cases reported is Eng- 
lish. 

5. The median size of family of these students is between three 
and four children. The native Americans average 4.5 children to 
the family. 

6. One-third of the parents are farmers, 28.6% are engaged 
in trade, 11% in manufacturing and 6.7% are professional men. 
Almost two-thirds of the students come from cities, towns or vil- 
lages. 

7. The median parental income is approximately $1,500. Fifty 
per cent of the families have incomes ranging from $1,000 to $3,000. 

8. Eighty-four per cent of the parents own real property of 
some description. 



1— See Appendix. Table LVIII. 
» — See Appendix, Table LIII. 



SuBVEY OF Needs 119 

9. Less than one per cent of the parents are unable to read or 
write in English. 

10. Fourteen and nine-tenths per cent have less than an eighth 
grade education. 

11. Of the students reporting 71.9% intend to teach. 

12. Twenty-eight per cent of the students do not intend to 
teach, and are attending the normal schools for cultural and pro- 
fessional ends other than teaching. 

13. Fifty-one per cent of the students reporting are either 
partially or wholly self-supporting. 

14. The median cost of maintenance for the regular school 
year is $512. The range of the middle 50 per cent is from $37 to 
$65 monthly. 

15. The range of weekly price for board is from $4 to $8 at all 
four schools. 

16. The range of weekly rent for room is from $1 to $8. 

17. While it is not undesirable that students should be par- 
tially self-supporting, yet the amount of time required in these 
smaller cities under present industrial conditions to earn expenses, 
would seem to be greater than a student can give and still be able 
to do justice to his or her college work. 

18. The social and economic problems at these schools can be 
solved ultimately through the establishment of the dormitory and 
commons systems. 



120 



State Normal Schools 



Chapter XV — Intelligence of Students 

Early in the fall of 1921 the students at the four state schools were given the 
army alpha test under the direction of the psychology department at each school. 
These were scored at the school, checked by the writer, transferred to Hollerith 
cards aDd tabulated. 

The tabluation of these scores by school and by group-letter classification 
shows more than three-fourths of both men and women in the A and B groups, 
except in the case of Northern State, where 71.9% of the men are in these groups. 
The women students at Michigan, Western, Central and Northern State show 
85.8%: 89.9%, 85.2% and 83%, respectively in the two upper groups. This detail 
appears in Table 80a. 



TABLE 80a 


—PER CENT OF STUDENTS IN EACH INTELLIGENCE 
GROUP AT THE STATE NORMAL SCHOOLS 


Letter 
rating 


D- 


D 


C- 


C 


c+ 


B 


A 


Total 


School 


M W 


M W 


M W 


M W 


M W 


M W 


M W 




Sex Score 


0-14 


15-24 


25-44 


45-74 


75-104 


105-134 


135-212 


M W 


Michigan State 
Western State 
Central Mich. 
Northern State 








.7 .9 

.6 .6 

3.4 3.7 

4.0 2.7 


15.2 13.3 
11.0 9.5 
15.5 11.1 
13.0 25.4 


28.7 34.9 
33.6 39.3 
28.2 39.0 
39.0 41.4 


55.4 50.9 

54.8 50.6 

52.9 46.2 
44.0 30.5 


100 100 
100 100 
100 100 
100 100 



Northern State in each year presents somewhat lower scores than the other 
three schools, but all of the median scores fall well within the A group. All of 
the scores increase directly with the number of years of training, and the median 
of the men students is higher than that of the women. This is shown in Table 80b. 



SuBVEY OF Needs 
TABLE 80b MEDIAN SCORES IN ARMY ALPHA TEST 



121 





1st year 
students 


2nd year 
students 


3rd year 
students 


4th year 
students 


Entire 
school 


men 


130 

141 

127 

644 


142 

94 

145 

584 


156 

21 

147 

40 


161 

26 

148 

23 


137 


Michigan 

women 


282 

134 




1291 


men 


126 

125 

129 

351 


148 

35 

139 

74 


165 

8 

170 

4 


173 

6 

162 

4 


134 


Central 

womPiTi 


174 

132 




433 


men 


129 

179 

128 

440 


140 

120 

141 

372 


151 

20 

143 

15 


151 

8 

154 

13 


135 


Western 

women 


327 

134 




840 


men 

Northern 

women 


126 

73 

120 

213 


131 

19 

122 

110 


148 

6 

119 

6 


173 

2 

135 

2 


129 

100 

120 

331 



These median scores compare very favorably with the results of tests at other 
normal schools. The median score of nine selected normal schools^ is 122, which 
is practically that of Northern Normal. The other three schools range from 12 
to 15 points above this median. They are in close agreement with the median of 
State Normal School, St. Cloud, Minn., 135, and that of State Normal School, 
Winona, Minn., 134. Teachers new to the Detroit system^ show a median score 
of 148 and a first quartile score of 131. As these new teachers are generally 
selected from the upper third of the normal school graduating classes the median 
might be expected to range somewhat higher than for the schools as a whole. 

The Michigan scores show reasonable correspondence to results of other exam- 
inations and may be considered as representative, upon the whole, of conditions 
at these schools. 

No attempt is made to draw hard and fast conclusions from the data presented 
for obvious reasons. The general impression current, ever since post war studies 
based on the army test began to appear, has been that normal school students 
were recruited largely from the lower end of the high school groups, in other words 
the teacher training schools were receiving an inferior type of student. 

The evidence presented indicates that this is not the case at the Michigan state 
schools. 



-H. A. Peterson and J. C. Kuderna in School and Society, vol. XIII, No. 329, pp. 476-80- 
-Tests in 1921-22 by Warren K. Layton, Detroit Psychological cUnic. 



122 State Normal Schools 



Chapter XVI — Records 

The records of tlie state normal schools may be divided into two groups: 

(1) Accounting records. 

(2) General administrative or student accounting records. 

The first group is definitely required by state law. It comprises such records 
as the central accounting board requires to maintain complete and continuous 
knowledge of financial transactions. This went into operation July 1, 1921, 
and will require several years before it operates smoothly and effectively. 

The second group of general administrative or student accounting records is 
left to the individual schools. At some the records are fairly complete and the 
information readily available. At others the records are incomplete, making it 
impossible to trace information any great length of time. It appears, generally, 
that the keeping of records in the past had been left wholly to an administrative 
officer without definite direction as to what was necessary from an administrative 
standpoint. 

Chapter XVII— Publicity 

Publicity has not been well developed at the state normal schools. Each 
institution prints a monthly or bi-monthly or weekly student paper the circulation 
of which is limited closely to the students and a few of the alumni. The char- 
acter of these papers is practically the same. They record the happenings that 
would interest students together with an occasional article on college policy. 
They serve a distinct purpose in their field and are valuable in the building of a 
college spirit and unity. As general publicity they have little weight. 

The official catalog or announcement is the general means of publicity. These 
are written in traditional college catalog style, and, although illustrated, have 
no appeal to the general public. Their range is limited to satisfy the needs of 
prospective and old students for information about the rules, regulations and 
courses of the college. 

In addition to these two types of publicity, Michigan State Normal College 
publishes the Michigan Schoolmaster, a monthly journal devoted to educational 
activities. This journal has an excellent reputation as a medium of professional 
news. 

Several of the schools employ an extension worker during the summer months 
to cover the secondary school field. 

From time to time daily newspapers carry information about the normal schools, 
but this is largely athletic comment. 

There is no general policy or means for developing proper publicity. There is 
no general medium whereby news of the work of these institutions is disseminated 
among the people of the state. This is one of the weaknesses of the state teacher 
training schools. The general public is not aware of the importance of these 
schools because it has not been given the opportunity to hear of them in an under- 
standable fashion. Sensible publicity, based upon fact, and presented in read- 
able form would be one of the best ways for the teacher training schools to sell 
their program. 



Part III— NEEDS 

Chapter XVI I I^-Demand for Teachers 

The future of the state teacher training schools is dependent upon the demand 
by the state for teachers not only for the public schools but for the non-public 
schools^ as well. At the last session of the legislature certain professional require- 
ments2 for all teachers were set forth by law. The state is therefore obligated 
to furnish opportunity to secure this training legally demanded. 

The future demand for teachers is contingent upon the growth of the state 
and the development of its schools. The growth of the state depends upon the 
industrial conditions. It is quite generally believed by economists that the next 
decade will be one of continuing falling prices somewhat similar to the period 
following the civil war. If this is accepted as probable it must then follow that 
the industrial growth will not be of the bonanza variety but rather a steady de- 
velopment based largely upon parallel development in agricultural lines. 

Growth in Population 

Upon this assumption it would seem that the growth of Michigan would not 
be as great during the next decade as from 1910 to 1920. In estimating the 
probable 1930 population it was necessary to flatten somewhat the curve of the 
last decade. 

The 1910 population was 11.9% more than in 1900 and the 1920 population was 
51.5% greater than in 1900. Considering the probable economic situation as a 
depressant, and immigration, if the three per cent law is retained, as almost neg- 
ligible, the basis used in estimating was the 1921 net increase of 51,198 in popu- 
lation.3 Carrying out the curve upon this basis would give Michigan a 1930 
population of 4,260,840, or 592,428 more than in 1920. 

This estimate is very conservative. An industrial boom, an increase in immi- 
gration, development of the lakes-to- the-sea waterway or a number of other 
factors might result in a much greater increase. These data appear in Table 81. 

TABLE 81— GROWTH IN MICHIGAN POPULATION 



Year 


Population 


Increase 
over 1900 


Per cent increase 
over 1900 


1900. 


2,420,982 
2,810,173 
3,668,412 
4,260,840 






1910 

1920 

1930* 


389,191 
1,247,430 
1,839,858 


ii.9 

51.5 
76.0 



♦Estimated. 

1 — PubUc Acts of 1921— No. 302, pp. 560-.563. 
« — PubUc Acts of 1921— No. 186, pp. 368-372. 
•—Public Health— March, 1922. Vol. X. No. 3. 



also Appendix, Table LXIII. 



(123) 



124 



State Normal Schools 



Probable School Population 

The next fact to be considered is how great a portion of this growth will be 
school population. 

A study^ of the relation between school and total population since 1870 reveals 
the fact that the average for the last 50 years is 32%. This ratio has changed, 
however, to 30.4% in 1910 and to 28.8% in 1920. The explanation for this may 
be found in two factors: (1) the declining birth rate among the native whites, 
and (2) a tremendous industrial boom in Michigan from 1910 to 1920. This 
brought with it a large amount of immigration, both native and foreign. This 
migratory element was young and unmarried and its presence soon outbalanced 
the ordinary age relationships. There was an excess of adults more than 20 years 
old over minors from 5 to 20 years. This situation is changing and the families of 
this younger population will tend to restore the balance in the next decade. De- 
troit furnishes an excellent illustration. Despite the fact that the adult popula- 
tion has actually declined the school population and school attendance has in- 
creased at the regular rate and the large age groups below five indicate that this 
growth will continue for a number of years. 

Upon the basis of this experience and the knowledge of the factors involved 
it is reasonable to assume that in 1930 the school population will be 32% of the 
total population or 1,363,468, an increase of 72.5% since 1900. This is shown in 
Table 82. 

TABLE 82— GROWTH OF SCHOOL POPULATION* 



Year 


School 
popiilation 


Increase 
over 1900 


Per cent increase 
over 1900 


1900 


790,275 

854,710 

1,048,390 

1,363,468 






1910 

1920 

1930* 


64,435 
258,115 
573,193 


8.1 
32.6 
72.5 



♦Estimated. 

Probable School Attendance 

The average per cent^ of the school population attending school since 1870 is 72. 
The continued operation of the compulsory attendance laws and the development 
of the continuation laws will probably tend to raise this ratio by 1930.'* In esti- 
mating the probable school population, however, it is desirable to use the more 
conservative average of 72%. 

Upon this assumption there will probably be in school 981,696 children in 1930. 
The data ou probable attendance appear in Table 83. 

TABLE 83— GROWTH OF NUMBER ATTENDING SCHOOL 



Year 


Number attending 
school 


Increase 
over 1900 


Per cent increase 
over 1900 


1900 


464,726 
558,126 
710,341 
981,696 






1910. . . 


93,400 
245,615 
516,970 


20 1 


1920 


52.9 


1930* 


111.1 







*Estimated. 

1 — See Appendix. Table LXIV. 
2 — See Appendix, Table XLV. 
» — See Appendix, Table XLIV. 
* — See Appendix, Table XL VI. 



SuBVEY OF Needs 125 

The actual and estimated growth curves are shown in the following diagram : 



M I C H I G 


AN GROWTH 


/ 






/ 




y 








• 









125 



too 



-School Aiiend- 
sncc 



-sv-Michigan Popu- 

^ lalior 

^^School Popuia- 

tiot 



50 



25 



1900 



1910 



1920 



1930 



DIAGRAM 41 

Probable Public School Attendance 

The distribution of the children attending school between public and non- 
public schools has maintained the same relative proportions since 1911-12. In 
general 88% of the children in 1930 will probably be in public schools and 12% 
in non-public schools. 

Upon this assumption there will probably be 863,892 children in public schools 
in 1930. 



TABLE 84r-DISTRIBUTION OF CHILDREN IN PUBLIC AND 
NON-PUBLIC SCHOOLS 









Total children 








No. children 


No. children 


in public and 


Per cent in 


Per cent in 


Year 


in public 


in non-public 


non-public 


public 


non-public 




schools 


schools 


schools 


schools 


schools 


1911-12 


555,137 


68,391 


623,528 


89.0 


11.0 


1912-13 


572,201 


66,917 


639,118 


89.5 


10.5 


1913-14 


581,351 


76,266 


657,617 


88.4 


11.6 


1914^15 


598,159 


79,023 


677,182 


88.3 


11.7 


1915-16 


620,861 


72,780 


693,641 


89.5 


10.5 


1916-17 


635,020 


78,985 


714,005 


88.9 


11.1 


1917-18 


655,941 


90,805 


746,746 


87.8 


12.2 


1918-19 


655,941 


95,515 


751,456 


87.3 


12.7 


1919-20 


662,521 


90,805 


753,326 


88.0 


12.0 



126 



State Nobmal Schools 



Increase in Teachers 

The proportionate increase in the number of teachers since 1911-12 has been 
greater than that in school attendance. This is largely due to the decrease in 
size of classes. The pupil-teacher ratio^ in 1911-12 was 29.5 and in 1919-20 
was 24.7. 

Upon the previous assumption of an 863,892 school attendance, and using 
a pupil-teacher ratio of 25, the number of teachers required by the public schools 
in 1930 would be approximately 36,706. This is shown in Table 85 and the fol- 
lowing diagram: 







PB 

Ni 


\ ( 
niBi 

0^ 


;en' 


( 

OF 


)F 

,N 
TI 


IN( 

•ACI 
12 


;rease y^ 
lERs y^ 


















y^ 
















y 


y 












/ 




/ 












/ 


r 








> 


^ 


y^ 


y' 












/ 



















100 



75 



50 



40 



30 



20 



10 



No. of Teach- 

ers required: 

36,706 



1911 



13 



1930 



DIAGRAM 42 
TABLE 85— INCREASE IN NUMBER OF TEACHERS 



Year 


Number of 
teachers* 


Increase over 
1911-12 


Per cent 
increase 


1911-12 


18,824 
21,090 
21,401 
22,050 
22,710 
23,969 
25,442 
25,708 
26,840 
36,706 






1912-13 


2,266 
2,577 
3,226 
3,886 
5,145 
6,618 
6,884 
8,016 
17,882 


12.0 


1913-14 


13.7 


1914-15 


17.1 


1915-16 


20.6 


1916-17... 


27.3 


1917-18 


35.2 


1918-19 


36.6 


1919-20 


42.6 


1930-31* 


95.0 







^Estimated. 

« — See Appendix, Table LXVII. 

* — Report of Superintendent of Public Instruction. 



SuBVET OF Needs. 



127 



Probable Demand by Years 

The new teacher problem is further complicated by the number of replace- 
ments required annually to take the place of teachers who die, retire because of 
age or enter other fields. No detailed study of this problem has been made 
for the state but Detroit records^ are available for seven years and these show 
variations from 4.1% to 10.3%, but the average in normal years seems to rest 
somewhere between 5% and 6%. It is the general feeling that this is somewhat 
higher for the state as a whole. For the purposes of this study 6% has been 
taken as a basis upon which to estimate the probable requirements. It is assumed 
that the curve of teacher demand from the present until 1930 will be fairly regular. 
Upon this assumption the 1922-23 demand for new teachers and replacements 
will be approximately 2,700 and in 1930 will be approximately 3,000. These 
estimates are shown in Table 86. 



TABLE 86— PROBABLE DEMAND FOR 


TEACHERS* 








New 


Six per cent 


Total 


Year 


Per cent 


No. of 


positions by 


replace- 


teacher 






teachers 


years 


ment 


requu-ements 


1919-20 


42.6 


26,843 




1,611 


1,611 


1920-21 


46.0 


27,483 


640 


1,649 


2,289 


1921-22 


50.0 


28,236 


753 


1,694 


2,447 


1922-23 


55.0 


29,177 


941 


1,751 


2,692 


1923-24 


60.0 


30,118 


941 


1,807 


2,748 


1924-25 


65.0 


31,060 


942 


1,864 


2,806 


1925-26 


70.0 


32,000 


940 


1,920 


2,860 


1926-27 


75.0 


32,942 


942 


1,977 


2,919 


1927-28 


80.0 


33,883 


941 


2,033 


2,974 


1928-29 


85.0 


34,824 


941 


2,089 


3,030 


1929-30 


90.0 


35,766 


942 


2,146 


3,088 


1930-31 


95.1 


36,706 


940 


2,192 


3,132 



*Note: This estimate is very conservative. Estimates made by several county com- 
missioners place the teacher tm-nover at 16 per cent. This would make the total 
for the state approximately 11 per cent. If these estimates were used as a base, 
the 1930 teacher demand would be approximately 5,000. This was considered 
in making the above estimate, and it is reckoned in this case that the small de- 
nominational colleges of the state, the county normals and institutions in other 
states would be able to supply the difference between the estimated and actual 
demand. On the other hand, consolidation of rural schools may result temporar- 
ily in a certain amount of slack. 



1 — See Appendix, Table LXII. 



128 



State Normal Schools 



Chapter XIX — Production of Teachers 

There are four public teacher-producing agencies in the state. These are 
the School of Education, University of Michigan, the state normal schools, the 
Michigan Agricultural College, and the Detroit Teachers College. 

In 1910-11 these institutions graduated 1,060 teachers. In 1916-17 they grad- 
uated 2,273 teachers or an increase of 114.4%. The succeeding years show the 
effects of the war and since 1917-18 the number of new teachers has been only 
63% greater than in 1910-11. During the early part of this period the teacher 
shortage was acute. Towards the end, liberal salary adjustments brought many 
teachers from other states not so fortunate and also increased the number of 
limited certificates granted. 

The graduates of the University are all degree people and are absorbed by the 
larger high schools. The normal schools produced 15,400 teachers since 1910-11 
and of these 13.1% had one year of training, 77.5% had two years, 5.1% had 
three or four years and 4.3% were enrollments who had not been graduated from 
state high schools. ^ They were absorbed by the rural schools, elementary schools 
and the smaller high schools. The graduates of Michigan Agricultural College 
were largely subject specialists and have been placed in home economics, manual 
training, agriculture, and related subjects. 

These data on the number of teachers appear in the following diagram and 
table: 





PER CE 


NT OF 

OF 


NCREAS 


I 


/ 


■"^ 




1 




TEACF 
0\ 


ERS or; 
ER 191( 


.DUATED 


/ 


/ 












/ 




/ 




















/ 



































1 

! 
( 



100 



75 



50 



25 



1910 
1911 



1911 1912 1913 

1912 1913 1914 



1914 
1915 



1915 1916 

1916 1917 



1917 
1918 



1918 1919 1920 

1919 1920 1921 



DIAGRAM 43 



»— See Appendix, Tables XV to|XVIII. 



Survey of Needs 129 

TABLE 87— NUMBER OF TEACHERS GRADUATED BY YEARS 



Year 


Univ. of 1 
Michigan 


stated 
normal 
Schools 


Detroit 8 
Teachers 
CoUege 


Michigan* 
Agricult. 
CoUege 


Totals 


Increase 
over 
1911 


% inc. 
over 
1911 


1910-11 


145 
137 
142 

168 
221 
226 
240 
238 
180 
189 
200 


830 
1,257 
1,392 
1,417 
1,516 
1,603 
1,800 
1,709 
1,349 
1,275 
1,252 


52 

68 

70 

56 

31 

53 

64 

176 

130 

144 

191 


33 

71 

82 

113 

135 

158 

169 

99 

79 

126 

87 


1,060 
1,534 
1,686 
1,754 
1,903 
2,040 
2,273 
2,222 
1,738 
1,734 
1,730 






1911-12 

1912-13 

1913-14 

191^15 

1915-16 

1916-17 

1917-18 

1918-19 

1919-20 

1920-21 


474 
626 
694 
843 
980 
1,213 
1,162 
678 
674 
670 


44.7 
59.1 
65.5 
79.5 
92.5 
114.4 
109.7 
63.9 
63.6 
63.2 


Totals 


2,086 


15,400 


1,036 


1,152 


19,674 







A study of the preceding table shows that the total teacher production in 1920-21 
was 1,730. The probable demand in 1930 will be for 3,132 teachers. The opera- 
tion of the new law^ regarding teacher training will make it necessary for every 
teacher after 1925 to have at least one year of professional training. The teachers 
required by 1930 must all be tramed in one of the state institutions. This means 
that the total state teacher product must be increased by 81% over 1920-21 if 
the demand is to be met. 

Assuming that the general conditions of the past are a fair criterion for the 
future it is then probable that these teachers will be produced at the following 
rates :^ 

University of Michigan 375 

State Normal Schools 2,255 

Detroit Teachers College 345 

Michigan Agricultural College 157 

Total 3,132 

The 1920-21 product of the State normal schools totaled 1,252. The 1930 
requirements will be 2,255 teachers or 1,003, 80.1%, more than in 1920-21. This 
means that the registration of the state normal schools in 1930 will probably be 
as follows : 

Michigan State 2,500 

Western State 2,500 

Central State 1,000 

Northern State 1,000 

Total 7,000 

J — For details see Appendix, Table LXXVII. 
2 — For details see Appendix, Table XV-XVIII. 
8 — For details see Appendix, Table LXXV. 
« — For details see Appendix. Table LXXVI. 
e — Public Acts of 1921, No. 186, pp. 368-372. 
• — For details see Appendix, Table LXXIX. 



130 State Normal Schools 



Chapter XX — The Need for Land 

The need at each college is for sufficient land not only to permit the proper 
placement of college buildings but also that of dormitories and proviFion for 
recreational facilities. The proper grouping of all college buildings around a 
campus on the quadrangle plan, allowing for open spaces within, tends to develop 
a group spirit and morale that is very desirable for any college. 

The minimum land requirements for a normal school are 40 acres. The desir- 
able size would range somewhere between 60 acres and 100 acres to allow for 
growth and development. It is desirable to secure this land early before the 
development of the city makes the price prohibitive. Another advantage gained 
by early purchase of the entire plot is that it will permit the proper planning and 
development to produce a unified whole that will serve as a community inspira- 
tion as well as serve the more practical purposes of the school. 

At the present time the schools are provided as follows: 

Michigan State 65 acres 

Western State 46 acres 

Central Normal 25.8 acres 

Northern State 20.8 acres 

The immediate needs for land are : 

At least 12 more acres should be acquired at Western State to meet the needs 
of this rapidly growing institution. Much of the present campus is quite un- 
available for building purposes because of the slope of the land. 

Twenty acres should be acquired at Central Normal. This land is still com- 
paratively cheap and one section is still without buildings. This would give the 
Mt. Pleasant school enough land to care for its growth during the next decade. 

Northern State is most poorly equipped in respect to land. At least 20 acres 
should be acquired immediately to round out the campus and provide for the 
necessary buildings within the next decade. 

Michigan State has the best developed campus. There is still some land to 
the south of the present holdings that might well be added and used for dormitory 
sites. For the larger portion of this the college now has an appropriation of 
$57,000. It is highly desirable that the lot on the corner of Brower and Cross 
streets be acquired and the building razed. 



SuBVEY OP Needs 131 



Chapter XXI — Plant Requirements of Teacher Train- 
ing Schools 

Considerable attention has been paid to the architectural development of our 
colleges and universities. This is highly desirable, for one of the aims of the higher 
schools should be the presentation to the eye of the school ideals and standards, 
as visualized through the brick and stone that forms its buildings and the trees 
and greens that surround it. 

It is equally true that little or no attention has been given to the planning of 
the buildings for their educational use or in the economical planning of room 
and corridor size to secure the best returns for the expenditures involved. 

This neglect of general educational planning, as differentiated from elevation 
design, has resulted in poorly balanced and poorly used buildings. Within the 
last four years the writer has studied the room use of several of the larger uni- 
versities and found several buildings on each campus in which scarcely a room 
was in use more than two hours daily. Certain buildings have been evidently 
designed by department specialists who had little knowledge of the needs of the 
school as a whole and this has consequently resulted in a whole that is out of 
balance. 

Hundreds of thousands of dollars have been wasted in excess classroom and 
corridor space. At the present time, even with their great growth, it is doubtful 
whether many universities and colleges can show an actual use in relation to 
standard capacity of more than 25 %. 

This condition is now general. Where it exists little remedy can be offered save 
in the better administration of present facilities but in view of post war condi- 
tions and in the interest of better economy in the spending of public moneys 
future additions to state institutions should be planned carefully, upon the basis 
of a definitely defined educational policy, to prevent recurrence of such condi- 
tions. 

The study of school needs which follows is based upon the assumption that 
the state can reasonably expect that a building will be used at least 44 hours a week, 
that 80% of the rooms will be used, and that the relation of use to standard capa- 
city will be at least 50%. 

This proposed standard of use is not unreasonable. It is true that it is con- 
trary to academic tradition and the commonly accepted room per teacher practice. 
It will work no hardship to ask the acceptance of this standard. Its application 
would provide colleges and universities with additional capacities they had not 
suspected. In general it would result, assuming that the present buildings are 
in balance, in increasing the usable capacity three times. 

The present application of this problem is to the state normal schools. The 
needs of these schools for space were ascertained in the following manner. The 
students' class programs ^ were studied for several terms at each school as well 
as the curriculum set forth in the annual reports. A percentage distribution 
by subjects was secured from these studies that would generally apply at any 
one time. It was assumed that the average student load would be 16 hours 
weekly and that those who carried slightly more would be compensated by those 
who carried less than full work. It was also assumed that every student would 
be required to take work in health education, making a probable average of 20 

1 — For detailed tables see Appendix, Tables LI and LII. 



132 



State Normal Schools 



hours weekly or five subjects. Using this as a basis the class membership would 
at any one time be five times greater than the membership for the college. 

It may be questioned whether this is the ideal distribution. It probably is 
only in so far as the present curriculum may be said to function in respect to 
present objectives. This survey did not include an investigation of curricular 
activities, organization, or content. These were assumed to be functioning 
properly. The distribution of this membership by subject in per cents was 
weighted to meet the requirements of the base and the probable demand at any 
time in units of various sizes was developed. These data appear in Table 88. 
This table should be read as follows: A school with a 500 membership would 
have a possible demand in any one week for 350 in education, 500 in health edu- 
cation, 325 in English, 100 in foreign languages, etc. The demand for schools of 
various sizes may be found in successive columns. 

TABLE 88— DISTRIBUTION OF MEMBERSHIP BY SUBJECT 





Per cent 
distri- 
bution 


College membership 




500 


1,000 


1,500 


2,000 


2,500 


3,000 


Education 


70 
100 

65 
20 
20 

20 
5 
5 
5 
5 
5 
5 
5 
5 
5 

10 

15 
5 

40 

20 
10 
10 

25 
25 


350 
500 

325 
100 
100 

100 
25 
25 
25 
25 
25 
25 
25 
25 
25 
50 
75 
25 

200 

100 
50 
50 

125 
125 


700 
1,000 

650 
200 
200 

200 
50 
50 
50 
50 
50 
50 
50 
50 
50 

100 

150 
50 

400 

200 
100 
100 

250 
250 


1,050 
1,500 

975 
300 
300 

300 

75 
75 

75 
75 

75 

75 

75 

75 

150 

225 

75 

600 

300 
150 
150 

375 
375 


1,400 
2,000 

1,300 
400 
400 

400 
100 
100 
100 
100 
100 
100 
100 
100 
100 
200 
300 
100 
800 

400 
200 
200 

500 
500 


1,750 
2,500 

1,625 
500 
500 

500 
125 
125 
125 
125 
125 
125 
125 
125 
125 
250 
375 
125 
1,000 

500 
250 
250 

625 
625 


2,100 


Health 


3,000 


Languages 

English 


1,950 


Foreign . . . 


600 


Library Methods . 
Exact Sciences 

Mathematics 

Physics . . . . 


600 

600 
150 


Chemistry 

Agriculture 

Botany . . 


150 
150 
150 


Zoology 


150 


Nature Study .... 
Biology 


150 
150 


Qual. Analysis . . . 

Heredity 

Elem. Science. . . . 

Physiology 

Astronomy 

Social Sciences 

Vocadonal 

Commercial 

Home Economics. 

Mechanic Arts . . . 
Fine Arts 

Music 


150 
150 
300 
450 
150 
1,200 

600 
300 
300 

750 


Art 


750 






Totals 


500 


2,500 


5,000 


7,500 


10,000 


12,500 


15,000 



A suggested standard for class size was discussed earlier in this report. ^ From 
this standard an average figure was developed that could be applied simply as a 
general index. With the probable membership as shown in the preceding table, 
and the average size of class it was a simple matter to determine the class needs. 
This is shown in Table 89. 



-Part I. Chapter IX. 



Survey of Needs 



133 



This table should be read as follows: A school of 500 would have a weekly 
demand for 12 classes in education, 8 in health, 13 in English, 4 in foreign langu- 
ages, etc. The requirements for schools of different size may be found in suc- 
cessive columns. 

TABLE 89— CLASS REQUIREMENTS FOR THE 
NORMAL SCHOOLS 





Average 
size of 
class 




Number of classes needed 






Size of school 




500 


1,000 


1,500 


2,000 


2,500 


3,000 


Education 


30 
60 

25 
25 
25 

25 
25 
25 
25 
25 
25 
25 
25 
25 
25 
25 
25 
25 
30 

20 
20 
20 

25 

25 


12 

8 

13 

4 
4 

4 
1 
1 

1 
1 
1 
1 
1 
1 
1 
2 
3 
1 
7 

5 
3 
3 

5 
5 


23 
16 

26 

8 

8 

8 
2 
2 
2 
2 
2 
2 
2 
2 
2 
4 
6 
2 
13 

10 
5 
5 

10 
10 


35 

25 

39 
12 
12 

12 
3 
3 
3 
3 
3 
3 
3 
3 
3 
6 
9 
3 

20 

15 

8 
8 

15 
15 


47 
33 

52 
16 
16 

16 
4 
4 
4 
4 
4 
4 
4 
4 
4 
8 

12 
4 

27 

20 
10 
10 

20 
20 


58 
41 

65 
20 
20 

20 
5 
5 
5 
6 
5 
5 
5 
5 
5 

10 

15 
5 

33 

25 
13 
13 

25 
25 


70 


Health 


50 


Languages 

English 


78 


Foreign 


24 


Library Methods . 
Exact Sciences 

Mathematics. . . . 
Phj'^sics 


24 

24 
6 


Chemistry 

Agriculture 

Botany 


6 
6 
6 


Zoology 


6 


Nature Study. . . . 
Biology 


6 
6 


Qual. Analysis . . . 

Heredity 

Elem. Science .... 

Physiology 

Astronomy 

Social Sciences 

Vocational 

Commercial 

Home Economics . 

Mechanic Arts . . . 
Fine Arts 

Music 


6 

6 

12 

18 

6 

40 

30 
15 
15 

30 


Art 


30 






Totals 




88 


172 


261 


347 


433 


520 







The next step consisted of working out the room sizes upon the results of the 
best recent research. ^ A uniform width of 22 feet was chosen as being most 
effective from the standpoint of light and of teaching. A standard classroom, 
22'x29', which provides for 35 students, is suggested. Science lecture rooms, 
22'x34', will provide a standard capacity of 40. Laboratories, 22'x34', wiU pro- 
vide a standard capacity of 30. These wiU all be designed so that changes in 
organization due to growth or development could be made at minimum expense. 

The classroom requirements were determined upon the basis of membership 
and demand for classes. These standards are set forth for the several size schools 



-Excellent work on standardization of classrooms and school buildings generally has been 
done by Arthur L. Weeks, sometime Research Architect for the Detroit Bureau of Mu- 
nicipal Research and the Detroit Public Schools. 



134 



State Normal Schools 



in Table 90. In studying this table it should be noted that no auditorium is 
specified until the school approaches a 1,500 membership. Up to this point it is 
perfectly feasible to use the gymnasium for this purpose. Until the membership 
approaches 1,500 only one gymnasium is specified, for the capacity of a 40'x60' 
gymnasium is well able to care for both men and women up to this size. Proper 
provision for locker and shower accommodations has been included. 

A library is specified beginning with the smallest unit, but until the school 
approaches 1,500 no separate structure is urged. Provision can well be made 
prior to that time to house this in the administration building. 

Table 90 should be read as follows: A school with a 500 membership requires 
8 classrooms, 2 science lecture rooms, etc. 

TABLE 90— CLASSROOM REQUIREMENTS OF NORMAL SCHOOLS 



Type of room 



Classrooms 

Science Lecture 



rooms 

Library Lecture 

rooms 

Laboratories 

Psychology 

Physics 

Chemistry 

Botany 

Biology 

Agriculture 

Geography 

Elem. Science . . . . 

Physiology 

Vocational 
Laboratories 

Bookkeeping 

Typewriting 

Classroom 

Home Economics . 

Mech. Drawing . . 

Shop 

Music 

Art 

Gymnasium 

Library 

Auditorium 



Size of 
room 



22x29 

22x33 

22x29 

22x34 
22x34 
22x34 
22x34 
22x34 
22x34 
22x34 
22x34 
22x34 



22x34 
22x34 
22x29 
22x34 
22x34 
22x34 
22x34 
22x34 
40x60 



Membership or size 



500 



1 , 000 1 , 500 



14 

2 

1 

1 

1 
1 



21 

3 

1 

1 
1 
1 
1 
1 

1 

1 



2,000 



24 
3 
2 



2,500 



31 



3.000 



38 

4 

2 

2 
1 
2 
1 
1 
1 
2 
1 
1 



The next question that arises is how do the standards set up check against 
possible use. This is answered in Table 91. For a 500 unit, 37,400 standard 
capacity per week is provided. The needs are for 14,400 capacity. The use 
would be 38%. 

For a 1,000 unit 55,220 capacity is provided and 28,800 required. The use 
would be 52%. 

For a 1,500 unit 81,400 capacity is provided and 43,200 needed. The use would 
be 53%. 



Survey of Needs 



135 



For a 2,000 unit 108,000 capacity is provided and 57, GOO required. The use 
would be 53%. 

For a 2,500 unit the provided capacity is 124,680 and the need 72,000. The 
use would be 57%. 

For a 3,000 unit the provided capacity is 143,060 and the need 86,400. The 
use would be 60%. 

From this it is at once apparent that the standards set are not only sufficient 
for the needs at the several size schools but elastic enough to care for midway 
points. The relation of the required use for a 1,000 unit in relation to the pro- 
visions for a 500 unit is 77%, and for the successive sizes is 78%, 70%, 66% and 
69%. Generally speaking it would not be necessary to add to the 500 unit until 
the membership was greater than 750, and under critical conditions not until 
such membership was between 900 and 1,000. Table 91: 



TABLE 91— CAPACITY AND REQUIREMENTS 



Type of room 



Capa- 
city 



Membership or size 



500 



1,000 



1.500 



2,000 



2,500 



3.000 



Classrooms ... 
Science lecture 



rooms 

Library lecture 

rooms 

Laboratories 

Psychology 

Physics 

Chemistry 

Botany 

Biology 

Agriculture 

Geography 

Elem. Science . . . . 

Physiology 

Vocational Labs. 

Bookkeeping 

Typewriting 

Classroom 

Home Economics 

Mech. Drawing . , 

Shop 

Music 

Art 

Gymnasium 

Library 

Auditorium 



35 



35 

35 

30 
30 
30 
30 
30 
30 
30 
30 



12,320 
3,080 



1,320 



21,560 
3,080 
1,540 
1,320 



1,320 
1,320 



1,320 



30 
30 
35 
30 
30 
30 
35 
30 
120 
Varies 



1,540 
1,320 



1,320 
1,540 
1,320 
5,280 
4.400 



1,320 
1,320 



32,340 

4,620 

1,540 

1,320 
1,320 
1,320 
1,320 
1,320 



1,320 



1,320 



1,320 
1^326 
1,320 



1,540 



,320 
,320 
,320 
,540 
,320 
,280 



8,800 



1,540 
2,640 
1,320 
2,640 
3,080 
2,640 
5,280 
13,200 



36,960 

4,620 

3,080 

2,640 
1,320 
2,640 
1,320 
1,320 
1,320 
2,640 
1,320 
1,320 



320 

320 

540 

640 

320 

640 

620 

3,940 

10,560 

17,600 



7,740 

6,160 

3,080 

2,640 
1,320 
2,640 
1,320 
1,320 
1,320 
2,640 
1,320 
1,320 

1,320 
1,320 
1,540 
2,640 
1,320 
2,640 
4,620 
3,940 
10,560 
22,000 



58,520 

6,160 

3,080 

2,640 
1,320 
2,640 
1,320 
1,320 
1,320 
2,640 
1,320 
1,320 



640 

320 

540 

640 

320 

2,640 

6,160 

4,280 

10,560 

26,400 



Total Capacity. 



Total Use . . . 
Per Cent Use 



37,400 

14,400 

38 



55,220 

28,800 



81,400 

43,200 
53 



108,000 

57,600 
53 



124,680 

72,000 
57 



143,060 

86,400 
60 



136 



State Normal Schools 



The administrative requirements for these schools would not vary much from 
a 1,000 to a 3,000 unit. It would be advisable to provide for all of them at the 
beginning in order to develop a well organized administrative unit. These are: 



Type Dimensions 

Reception room 22x15 . 

General office 22x40 . 

Registrar's office 22x29 . 

President's office 22x29 . 

Records and files 22x34 . 

Bookstore 22x29 . 

Director's offices 22x12 . 

Dept. heads' offices 22x12 . 

Committee room 22x29 . 

Faculty rooms 22x29 . 

Students' activities 22x29 . 



No. 



Locker and shower rooms and general accessories such as dark rooms and stor- 
age rooms are provided in the general plan and need not be detailed here. 

The library requirements are 20% of the school membership. A 500 unit 
would require a 100 library capacity. 

The library is designed as part of the administration building until the member- 
ship reaches 1,500 when the ultimate plant may be safely erected. 

The ultimate auditorium is planned to seat a maximum of 1,500, approxi- 
mately half of the ultimate student body. It would not be sound policy to design 
an auditorium to provide a seat for every student at one time. The infrequent 
use would make such an undertaking expensive and hard to justify. An audi- 
torium that can care for one-third of the student body at a single seating is gen- 
erally satisfactory in every respect. A larger auditorium might possibly be 
justified from the standpoint of combined educational and civic use. This is a 
matter of policy to be decided by the State ^authorities. The requirements 
developed here are on the basis of educational use. 



Survey of Needs 137 



Chapter XXII — Plant Needs of the Normal Schools 

What will be the needs of the state schools by 1930 in respect to college build- 
ings? 

The state should provide accommodations at the several schools for the follow- 
ing numbers: 

Michigan State 2,500 

Western State 2,500 

Central Michigan 1,000 

Northern State 1,000 

The present plants compared with the requirements will be discussed by indi- 
vidual schools. 

Michigan State Normal College 

The present plant has a usable capacity of 4,500^. There are, however, several 
inadequacies. These are the library, and the center and rear wing of the main 
building. These should be razed just as soon as possible and the following re- 
placements made to suit the demand. 

A library with a usable capacity of 600, and two classrooms should be con- 
structed at an early date. 

The elimination of the central and rear wings of the main buildings will reduce 
the room total by 27. Twenty-six are classrooms. 

The new building erected in place of the rear and center wing should furnish 
the following: 13 classrooms and 3 commercial laboratories. 

The actual need for additional classrooms is eight but the rest of the first floor 
of the administration building should be developed to serve as faculty and ad- 
ministrative offices and as meeting rooms for the students and the development 
of another art room on the second floor will call for a classroom replacement. 

The basement of the administrative building is inadequate for shop purposes. 
These should be provided for in a small manual arts building as specified in the 
building program. 

The addition of these units will provide enough capacity for a 2,500 student 
college. . 

The college is already well equipped in respect to auditorium, gymnasium and 
science units. It will require a new heating plant to replace the present one 
which is not only obsolete but expensive to operate and maintain. 

The present plant and the requirements are shown in the following table: 

1— See Part II. Chapter VIII. 



138 



State Normal Schools 



TABLE 92— BUILDING NEEDS— MICHIGAN STATE NORMAL COLLEGE 



Type of room 



Classrooms 

Science lecture rooms 

Library lecture rooms . . . 
Laboratories 

Psychology 

Physics 

Chemistry 

Botany 

Biology 

Agriculture 

Geography 

Elementary Science . . . 

Physiology 

Vocational Laboratories 

Bookkeeping 

Typewriting 

Classroom (commerce). 

Home Economics 

Mechanical Drawing. . 

Shops 

Music 

Art 

Gymnasium 

Auditorium 

Library 



Present 
plant 



45 
9 



12 



21 
5 
1 
2 
1 
1* 



Require- 
ments 



31 
4 
2 



Present 
excess 



14 
5 



Needs 



-Now housed in basement. 
-Inadequate. 



Survey of Needs 



139 



Western State Normal School 

The present plant at Western State is poorly balanced. As it stands it has a 
usable capacity of 2,200. There is much excess capacity in laboratories and 
shops. There is a shortage of classrooms, faculty and student quarters. 

The library now planned will be large enough for a school of 2,500. 
It will not be necessary to provide additional reading room space in other por- 
tions of the plant. The present library can be developed as faculty quarters 
and administrative offices. 

An auditorium should also be provided together with a second gymnasium 
for men. Three music classrooms may be developed in conjunction with the 
auditorium. A new recitation building should • provide for 16 classrooms, three 
commercial laboratories, two art studios, an art exhibit room, a domestic art 
and domestic science rooms. The training school needs are for a combination 
intermediate and high school. The present accommodations and needs are 
shown in the following table: 



TABLE 93— BUILDING NEEDS, WESTERN STATE NORMAL SCHOOL 



Type of room 



Present 
plant 



Require- 
ments 



Excess 



Needs 



Classrooms 

Science lecture rooms . . . 
Library " " 
Laboratories 

Psychology 

Physics 

Chemistry 

Botany 

Biology 

Agriculture 

Geography 

Elem. Science 

Physiology 

Vocational Laboratories 

Bookkeeping 

Typevmting 

Classroom (commerce) 

Home Economics 

Mechanical Drawing. . . . 

Shops 

Music 

Art 

Gymnasium 

Auditorium 

Library 



17 
10 



13 



1» 



31 
4 
2 



161 
'2' 



» — Replace two undesirable basement rooms. 
2 — Inadequate. These are basement rooms. 
» — Inadequate. 



L40 



State Normal Schools 



Central Michigan Normal School 

The present plant has a usable capacity for approximately 2,000 students. 
There is an excess of 9 classrooms and 5 laboratories on the 1,000 unit basis. 
There are, however, adjustments of this space that must be made to balance the 
plant. 

The needs will be for two commercial laboratories, a home economics room, a 
shop, a mechanical drawing room, and an art room. More office space for the 
faculty must also be provided. The excess rooms can easily be changed to meet 
these requirements as they arise. 

There is need, however, for increased space for library purposes. The present 
capacity is 90. The need will be for a 200 library capacity. This can be pro- 
vided by adding to the present wing in which the library is housed. The present 
accommodations and requirements are shown in the following table: 



TABLE 94— BUILDING NEEDS, CENTRAL MICHIGAN NORMAL 

SCHOOL 



Type of room 



Classrooms 

Science lecture rooms 

Library " " .... 
Laboratories 

Psychology 

Physics 

Chemistry 

Botany 

Biology 

Agriculture 

Geography 

Elementary Science . . . 

Physiology . . 

Vocational Laboratories 

Bookkeeping 

Classroom (commerce). 

Home Economics 

Mechanical Drawing , . 

Shops 

Music 

Art 

Gymnasium 

Library 

Auditorium 



Present 
plant 



16 
9 



Require- 
ments 



14 
9 



Excess 



Needs 



Survey of Needs 



141 



Northern State Normal School 

Northern State Normal school has a usable capacity in the present plant of 
1,000. There exists, however, a lack of balance that will require certain adjust- 
ments. There is an excess of science lecture rooms and a lack of regular class- 
rooms. There will also develop the need for two commercial laboratories, one 
home economics laboratory and quarters for the faculty. The library is adequate 
for the present registration. A new elementary training school should be provid- 
ed and the wing now so occupied transformed into class rooms, a library reading 
room and vocational laboratories. 



TABLE 95- 



-BUILDING NEEDS, NORTHERN STATE NORMAL 
SCHOOL 



Type of room 


Present 
plant 


Require- 
ments 


Excess 


Needs 


Classrooms 


9 

6 


14 

2 

1 




5 


Science lecture rooms 


4 




Librarv " " 


1 


Laboratories • 


5 


1 




Psvcholosrv 


1 * 




Physics 








Chemistry 




1 

1 






Botany 








Biology 








Agriculture 










GeosTaohv 




1 






Elementary Science 








Phvsioloffv 










Vocational Laboratories 

Bookkeeping 




1 

1 
1 
1 
1 
1 
1 
1 




1 


Classroom (commerce) 






1 


Home Economics 






1 


Mechanical Drawing 


1 
2 
1 
1 
1 
1 
1 






Shops 


1 




Music 




Art 






Gymnasium 






Auditorium 






Library 


1 







Chapter XXIII — Dormitories 

One of the great needs of the state normal schools is the development of a 
dormitory and commons system to house girl students. There are numerous 
arguments, economic, social and professional, in favor of this, and all are of equal 
importance. They will be discussed in turn. 

The greater number of normal school students come from families in very 
moderate circumstances and are forced to earn their own way partially or wholly. 
The state should provide means whereby these students could be given food and 
rooms at actual cost, and reduce the burden to some extent. 

Each school should attempt to reproduce as closely as possible wholesome 
home influence in the life of the student body, particularly when that group, is 
composed largely of young women. This cannot be accomplished under present 
conditions where girls room and board in houses near the campus. 



142 



State Normal Schools 



Social contacts are difficult to make and voids are created by the absence of 
home life that may affect the future of these girls seriously. The housing of 
groups in dormitories where they live and eat together under the capable social 
leadership of a director and are provided with facilities for entertainment and 
recreation is the only practical solution of this serious problem. Here they are 
afforded an opportunity for social development under normal conditions. 

It is quite important professionally that all of the prospective teachers live under 
standards and conditions that will assist them later in their profession to help 
raise the living conditions among the children with whom they come into con- 
tact. Two years or more of living under the average boarding and rooming 
house conditions that obtain in any of the normal school cities will not be con- 
ducive to the development of such standards. 

For economic, social and professional reasons it is vitally important that the 
state provide at an early period dormitories and commons for the state normal 
schools. 

Much has been written about the proper size of unit for dormitories and the 
extreme opinions range from groups of 40 or 50 upon the cottage plan to 200 
upon the large unit plan. The University of Michigan experience tends to the 
belief that the most economic unit is approximately 85, . Any unit between 85 and 
170 would not result in the greatest economy from the standpoint of operative 
expense. From a social standpoint the smaller unit is preferable. 

The general practice is for the college to furnish light, heat and maintenance 
and furnish room and board to the students upon the basis of actual cost minus 
these three items. At the University of Michigan only light and heat is furnished 
by the University. Other colleges further reduce costs by allowing the girls to 
care for their own rooms and for some to earn their board by waiting on table. 
A well-conducted dormitory system at the present time should be able to produce 
room and board at approximately $20 per month per student if the college carries 
the items of heating, lighting, salary of matron, and maintenance. 

The cost of erecting dormitories, based upon experience at other colleges, at 
present prices, is approximately $1,000 per student, ^ or $170,000 for a unit of 170. 

The development of a building program covering a period of years rests upon 
present data and conditions and possible determining future factors. The dormi- 
tory building program was set up with the qualification that the necessary adjust- 
ments be made at the beginning of any two-year period upon the basis of changed 
conditions. In general these recommended buildings will provide for not more 
than 60% of the membership. 

The suggested dormitory building program, using the 170 unit as a basis, follows: 

TABLE 96— DORMITORY BUILDING PROGRAM 





Michigan 


Western 


Central 


Northern 


Total Approx- 
imate cost 


1923-24 


1 

1 
1 
1 
2 
2 


1 
1 
1 
1 
2 
2 


I 

1 


1 
1 
1 


$680,000 
680,000 
680,000 
340,000 


1924-25 


1925-26 


1926-27 


1927-28 






680,000 


1928-29 






680,000 


1929-30 



















Approximate cost $3 ,740 , 000 

^ — Dormitories are now under contract in Ann Arbor showing a per student cost of $917.00. 



SuEVEY OP Needs 14^ 



Chapter XXIV — Organization of a State Teachers' 

College 

The organization of state teachers' colleges should be simple yet effective. 
There should be definitely delegated authority to each officer in order that the 
organization may function constantly and intelligently. There should be a 
minimum of form and a maximum of flexibility. Upon these premises the adop- 
tion of the simple clear cut type of organization described hereafter is recom- 
mended : 

This organization is built upon the basis of the following definitions of functions: 

Administration 

Administration or general control shall be defined as that group of 
activities that deals with (1) the carrying out of policies that provide 
physical, financial and educational conditions under which teacher and 
student may work to best advantage; (2) putting into operation 
standards of achievement; (3) the preparation of general data and 
reports; (4) research activities; and (5) general publicity. 

General Supervision 

General supervision of instruction shall be defined as that group 
of activities which has to do with the actual improvement of instruc- 
tion through direct contact with the instructor including activities as 
(1) preparation and development of the curriculum; (2) development 
of instructional policies and methods; (3) examination of text books; 
(4) faculty meetings for improvement of instruction ; (5) personal con- 
ferences for the interpretation of methods and curriculum; (6) class- 
room visitation and inspection; (7) setting up standards of achieve- 
ment. 

Instruction 

Instruction shall be defined as time spent in the direct teaching of 
students whether in groups or as individuals. 

Administration 

1. President 

The President as head of the teachers' college should be free from 
all routine administrative duties so that he may devote the major part 
of his time to the development of administrative and instructional 
policies. 

2. The Registrar 

The routine duties of administration should fall upon the Regis- 
trar. He is the secretary and business manager of the institution. 
He should be responsible to the president for: 

1. The organization of the school program, distribution of classes, 
etc., after the program has been outlined by the supervisory 
council. 

2. The keeping of enrollments, attendance, lefts, credits, place- 
ment records, general statistics and all other records of the 
school. 

3. The administrative operation and maintenance of the school 
plant including dormitories and commons with complete con- 
trol of the engineermg and janitorial forces. 



144 



State Normal Schools 



4. All matters pertaining to finance, including the preparing and 
tabulating of the annual budget, subject to the approval of the 
president. The supervision of all student financial operations. 

5. The development of alumni organizations and records. 

6. In event of the absence or inability to act of the President or 
Director of Instruction, he shall automatically assume the title 
and duties of Acting President. 

3. Director of Instruction 

The Director of Instruction acts as chairman of the supervisory 
council and is responsible for the general instructional program. His 
program is brought before the administrative council and discussed 
and modified or adopted in relation to the general policy of the college. 
During the absence of the President he shall automatically assume the 
title and duties of Acting President. This position is desirable after 
a school reaches a 1,500 or greater registration. 

4. The Director of Practice Teaching and the Training School 

This official would be in general charge of the administration and 
supervision of practice teaching with such administrative assistants in 
charge of the elementary and high training schools as may be necessary. 

5. Director of Extension Service 

The Director of Extension Service would have administrative con- 
trol of (1) the appraisal of the quality of the product of the college in 
terms of their success or failure in service, (2) activities relating to the 
training of teachers in service, (3) editor of the college publications and 
responsible for general publicity, (4) placement and follow up work, 
and (5) reference. 

6. Director of Student Activities 

The Director of Student Activities should be responsible for the 
general direction and oversight of all student activities. This officer 
will be the coordinating head of all student organizations and com- 
mittees, and in charge of the social administration of dormitories. 
Since the major portion of the registration is feminine, it is desirable 
that this officer be a woman. 



President | 



T 



I Development of Policy 
I and general supervision 



|Regi3trar| 



I Extension | 
I Service i 



I Director! 

I Non-instructionaD I Social 
I Activities i . Activities 



Training 
of Teach 

era in 
Service 



Hafar-ipiace-jf 
ence Iment | 



AppraisaTl 



I Publicity"! 



(Plnancej [Reco rds") |Alumni) | Operati 



Maintenance 



I Director | [ Director \ 

I Instruction"! I Practice Teaching I 
I I I & Training School | 



Kduca- 

ion- J 



Health! (langu- 
ages 



Exact 
Sc 



Qt)l3ocial||Voca- jpU: 
. I I sc. ||tional| |Ar 



TEACHERS IN SERVICE 



} — i 



SOCIAL ACTIVITIES 



}-{ 



ClASSROO!/! ACTIVITIES 



H 



TRAINING SCHOOL 



PropoBod Organization - State Teaohare Collage 

DIAGRAM 44 



I I Position 
' |Punotion 
Admlnlgtratlve 



Survey of Needs 



145 



atrar) 



I Regiatr 
lJon-lQ3trncrtlonal Activities 




l| fopara-* Mai ate l| 
-I I tion J na;;ce |i 



rolTJ fc reditaj I Attfend-I 
int I I anee | 



JrTopoaed Organisation - Ncn-lnatructional Activities Leti.ilad (g) 

DIAGRAM 45 



The Administrative Council 

The Registrar, the Director of Practice Teaching and the Training School, the 
Director of Instruction, the Director of Student Activities and the Director of 
Extension Service, under the chairmanship of the President, will form a general 
administrative council to discuss general administrative policy and to be respon- 
sible for putting such policies into practice in their individual departments. 

Instruction Departments 

This organization carries with it the amalgamation of all departments into 
seven large departments of instructional activities each in charge of a department 
head. Each sub-department of these larger units may be in charge of a full 
professor, who in turn will have under his control all associate and assistant pro- 
fessors and instructors in that particular sub-department. Students desiring 
advice and guidance in any particular activity or department would be referred to 
the head in each case. 

These departments are: 

. 1. Education Department 

Under this head would be grouped all courses generally classified 
as professional, including theory and practice, history and philosophy 
of education, psychology, etc. 

2. Health Department 

Under this department head would be grouped all activities such as 
(1) gymnasium, (2) intramural sports, (3) general athletics, (4) hy- 
giene, (5) health service. 

In addition to the regular activities this head would have super- 
visory control under the Director of Student Activities, of athletics, 
and all sanitation and health, including medical inspection and atten- 
tion. 



146 



State Normal Schools 




lAgricultorel 



Proposed Organization - Administration of Instruction Detailed (39 

DIAGRAM 46 

3. Languages Department 

This department would include the sub-department of English 
and foreign languages. English would include activities such as public 
speaking, speech correction, English, literature, and penmanship. 
Foreign languages would include (a) ancient and (b) modern. 

The head of this department would have general supervisory con- 
trol, under the Director of Student Activities, of all student publica- 
tions, dramatics and debating. 

4. Exact Sciences Department 
This department would include the sub-departments of mathe- 
matics and exact sciences. Under the latter would be (a) chemistry, 
(b) physics, (c) biology, (d) zoology, (e) botany, (f) agriculture. 

5. Social Sciences Department 
This department would include the sub-departments of (1) history 
and civics, (2) economics and sociology, (3) geography and (4) visual 
education. 

6. Vocational Department 

In this group would be centered all sub-departments which are 
more or less distinctly vocational in character, viz: (a) the manual 
arts, (b) the domestic arts, and (c) the commercial studies. 

In this department would be supervisor^'' control of the commons or 
lunchrooms under the Registrar. 

7. Fine Arts Department 
This would include (a) music and (b) art. 

This department would have supervisory control, under the Di- 
rector of Student Activities, of student musical activities. 

Instruction Council 

The heads of these seven departments of instruction, education, health, langu- 
uages, exact sciences, social sciences, vocational and fine arts, would form, under 
the chairmanship of the Director of Instruction, an instruction council with 
control of instructional activities and policies. Through weekly conferences it 
would be possible to develop a unified and well balanced instructional policy 
which would be carried out in the classrooms and in the training school, for these 



Survey of Needs 



147 



department heads would also act as supervisors of the training school, under the 
direction of the Director of Practice Teaching. The classroom work of these 
heads should be limited to one or two classes and the remainder of their time 
spent in the exercise of supervisory functions. 

Faculty Participation 

The entire faculty would participate in the development of the instructional 
policy. All members of sub-departments would meet for discussion under the 
chairmanship of the professor in charge. Their recommendations would be con- 
sidered in weekly meetings of the professors in charge of the sub-departments 
with the department head. The results of these meetings would be carried to 
the supervisory council and if approved would be placed in operation, after con- 
sideration by the administrative council, by the Director of Instruction. The 
right of appeal to the instruction council upon any decision would be the privilege 
of any member. 

Student contacts and advisory relationships with faculty members would be 
worked out in the same manner as at present. This recommended organization is 
shown graphically in the accompanying diagrams. 







1 President) 








1 






1 Director 1 












1 Administration of Practice 1 
1 Teaching & Training School [ 




























Administrative 
Assistant 




Administrative 
Assistant 




Administrative 
Assistant 


















1 Slerr 


entary] 


1 Interm 


ediate| 


1 Hig 


u 



Proposed Organization - Practice Teaching and Training School ® 

DIAGRAM 47 



148 



State Normal Schools 



Collegiata 
Athletics 



I President I 
I Director | 



' Social iotivlties j 



n 



Intramural 
Athletics 



Social Admin- 
istration 
of Dormitories 



Literary, 

Dramatic, 

Debating 

Activities 



Genaral 

Social 

Activities 



Dept. Headal 



[ Health| JLanguageT) |?ina Arts) 



1 !" 



Sooial 
Relationships 



Music 
activities 



Proposed Organization - Social Activities Detailed @ 

DIAGRAM 48 



Presidentj 



[ Director | 



Training; of 

Teachers 
in Service 



Publi- 
cations 



Genaral 
Publicity 



_ _ _ _l 



Reference 



Placement 



Appraisal of work 
of College 



Proposed Organization - Extension Service Detailed 

DIAGRAM 49 



Survey of Needs 149 



Chapter XXV — Qualifications for Members of a 
Teachers College Faculty 

The great need is for teacher training schools throughout the country to develop 
the quality of their work to such a point that it will stand unquestionably as of 
university quality. One of the basic essentials in the carrying out of this pro- 
gram is the most careful selection of normal school faculties so there may be no 
question of the quality of the instructional staff. A short definition of the sug- 
gested qualifications for each position is presented in this chapter. These follow: 

1. President 

The President should be selected upon the basis of administrative and educa- 
tional qualifications. It is sometimes difficult to find combined the highest ad- 
ministrative qualities together with extensive contributions in education. The 
administrative qualities should be emphasized, but he must have had experiences 
and have made contributions which guarantee that the interests of instruction 
will not be overlooked. His educational outlook must be broad. His academic 
qualifications should be equivalent to the requirements of the earned degree of 
Doctor of Philosophy. 

2. Registrar 

The Registrar must be essentially a business executive. He should possess aca 
demic and educational training equivalent to that required for the earned degree 
of Master of Arts. It is preferred that he has had experience in education and 
an understanding of its general problems. 

3. Director of Instruction 

The Director of Instruction should be a man carefully trained in the scientific 
study of education, with the equivalent in training of the earned degree of Doctor 
of Philosophy. He must have had practical and experimental experience in all 
phases of instruction. He should possess in addition, administrative ability of 
a high degree, but his administrative interests should be subordinate to his instruc- 
tional interests. 

4. Director of Extension Service 

The Director of Extension Service should be primarily an administrator and 
organizer. He should possess educational qualifications equivalent to those of 
the earned degree of Doctor of Philosophy. 

5. Director of Practice Teaching and the Training School 

The Director of Practice Teaching and the Training School should be a person 
carefully trained in the scientific study of education, with the equivalent in training 
of the earned degree of Doctor of Philosophy. He must have had practical and 
experimental experience in all phases of instruction, particularly in the adminis- 
tration of elementarj' and other types of schools. He should possess, in addition, 
administrative ability of a high degree. 



150 State Normal Schools 



6. Director of Student Activities 



The Director of Student Aeti^dties should be selected primarily for leadership 
and administrative ability in organizing, directing and developing the social 
life of the school. 

The incumbent should possess academic training equivalent to that required 
for the earned degree of Master of Arts. 

7. Head of Department 

The head of a department of instruction should be carefully and widely trained 
in the scientific study of education, with the equivalent of the earned degree of 
Doctor of Philosophy in the field of specialization indicated by the department. 
He must possess the ability to organize, develop and supervise instruction. 

8. Professor 

A full professor should possess the equivalent of the earned degree of Doctor 
of Philosophy in his particular field of specialization. 

9. Associate Professor 

An associate professor should possess the equivalent of the earned degree of 
Master of Arts in his particular field of specialization. 

10. Assistant Professor 

An assistant professor should possess the equivalent of the earned degree of 
Master of Arts in his particular field of specialization. 

11. Senior Instructor 

This position is devised to care for junior instractors who have been at the 
maximum for junior instructors for a period of five years, and who will in all 
probability not be promoted to higher professional rank. The qualifications 
are the same as for junior instructors. 

12. Junior Instructor 

The requirements for this position should be the completion of a four year 
course including at least 30 hours of education, leading to the earned degree of 
Bachelor of vScience or Bachelor of Arts at a recognized college or university, to- 
gether with at least one year of practical teaching experience. A junior instructor 
possessing a Doctor of Philosophy degree may be started at $400 above the 
minimum on this schedule; one with a Master of Arts degree, $200 above the 
minimum. 

13. Training Teachers 

All training teachers, whether in the elementary, intermediate, or high school, 
should be graduates of a four year course, including at least 30 hours of work in 
education, leading to the degree of Bachelor of Science or Bachelor of Arts at a 
recognized college or university. They should have, in addition, at least one 
year's successful teaching experience in schools other than training schools. 



Survey of Needs 



151 



Chapter XXVI — Salary Schedule for a Teachers College 

The analysis of present salaries in Part I revealed the fact that the increases 
during the war period were at no time in accord ^dth the increases in li\dng costs. 
This is even apart from recognition of proper returns for the value of the teaching. 
The proper adjustment of teacher salaries is a very vital factor in any educational 
policy and must be given grave consideration if the quality of education is ex- 
pected to improve. 

A suggested schedule has been set up which seems to express better than anj^ 
at present the value of these professional services. This suggested schedule must 
be considered in connection Tvith Chapter XXIV which sets forth the qualifications 
of the several positions. It is not recommended that the suggested schedule be 
applied save in cases where it is possible for the candidate to properly qualify. 

The result of its adoption would be a challenge to the younger and weU-trained 
men and women of superior ability to enter the field of teacher training. It would 
enable the State Board of Education to select the best talent in the country for 
this important work. This suggested schedule f oUows : 





Minimum 


Maximum 


1 


President 


$10,000 
4,000 
4,000 
4,000 
4,000 
4,000 
4,000 
4,000 
4,000 
3,000 
3,200 
1,800 
1,700 




? 


Registrar 


$8,000 


3 




8,000 


i[ 


Director of Practice Teaching and Training School . . 


8,000 


<) 




8,000 


6 




8,000 


7 




7,000 


8 




6,000 


q 




5,000 


10 




4,000 


11 




3,200 


\'> 


Junior Instructor 


2,800 


IS 


Training Teachers 


2,800 









All increases, except in the case of training teachers and junior instructors 
are to be given as a reward of merit. Such increases are not to exceed $500.00 
in any one year. Training teachers are to be advanced $240.00 annually until the 
maximum is reached and junior instructors, $360.00 annually until the maximum 
has been reached. 



152 



State Normal Schools 



Chapter XXVII— The Budget 

The purpose of budgeting is to (1) secure adequate appropriations through 
careful study and analysis to prevent possible waste and unnecessary expenditures, 
and (2) the proper administration, i.e., the spending and supervision of this spend- 
ing to secure the greatest returns. The preparation of the actual budget is only 
half of the task. Exact and constant scrutiny of expenditures is its essential 
complement. A properly prepared budget should go to the appropriating bodies 
carrying only essential items. The decision to include or exclude desirable 
items should rest with the budget makers and not with those whose business is to 
appropriate. 

Appropriating bodies are so accustomed to padded budgets that it generally 
requires a period of several years before they really have faith in a properly pre- 
pared budget of essential needs. This transition period may be a little difficult 
for the institution, but in the long run a sound budgeting policy will result in the 
necessary increases in revenue as the need arises. 

The financial program of the state normal schools should be presented to the 
State Board of Education and by this board presented to the state legislature as 
the state teacher training program. The individual school should not be required 
to sell its own program after presentation to the state board. 

If the State Board of Education is to carry the financial program to the legisla- 
ture it is necessary that all individual reports be set up on a uniform basis so that 
they may be readily and effectively interpreted. 

To this end a brief outline of a budget procedure is produced here to be used as 
a general form and guide in its main outlines. It is set up on a purely hypo- 
thetical basis using the probable salary distribution that would obtain if the 
schedule discussed earlier in this report were made effective. This procedure 
follows : 

1923-24 AND 1924-25 BUDGET REQUESTS FOR A 
STATE TEACHERS COLLEGE 

1. Service Rendered 

During the past two years this institution has been engaged 
in the training of teachers for rural schools, kindergarten, 
primary, grammar grades and high schools. The enroll- 
ment has been: 

Students by Years 



First 


Second 


Third 


Fourth 




Year year 


year 


year 


year 


Total 


1921-22 800 


650 


30 


20 


1,500 


1922-23 900 


750 


30 


20 


1,700 


Certificates and degrees have been as 


follows: 






Rural 


Limited 


Life 


B. A. 




Cert. 


Cert. 


Cert. 


Degree 


Total 


1921-22 


.... 


600 


20 


620 


1922-23 


.... 


700 


20 


720 



SuBVEY OF Needs 



153 



2. How the College Dollar Has Been Spent 

During the last two j^ears 69.9 cents of every dollar have 

been spent for actual classroom instruction. 

Administration has cost 13.2 cents. 

Ten cents have been devoted to the operation of the heating 

plant and to janitorial service. 

Maintenance of buildings has cost 2.9 cents and auxiliary 

agencies 4 cents. 

These data are shown in the follomng table: 

Amount Per cent 

A. Administrative $ 48,200 13.2 

B. Instruction 255,900 69.9 

C. Auxiliary agencies 14,500 4.0 

D. Operation of buildings 36,600 10.0 

E. Maintenance of buildings 10,800 2.9 

Total maintenance $366,000 100.0 

3. Development and Growth of College 
a — Regular Session 

The growth of the college since the war period has been large. Since 1917-18 
*:he registration has increased from 1,100 to 1,700, or 54.5%. 

A careful study of the factors involved, the demand for teachers and the present 
salary conditions make it apparent that the college will not continue to grow at 
the present rate but during the next two jears the registration will probably 
increase at an even rate of about 10%. 

It is therefore necessary to provide for 1,810 regular students in 1922-23 and 
1,914 in 1923-24. 



Year 


Registration 


Increase over 
1917-18 


Per cent 

increase over 

1917-18 


1917-18 


1,100 
1,200 
1,300 
1,500 
1,700 
1,810 
1,914 


100 
200 
400 
600 
710 
814 




1918-19 


0.0 


1919-20 . . 


18.1 


1920-21 


33.3 


1921 22 


54 5 


1922-231 .... 


64.5 


1923-24». 


74.0 







-Estimated. 



154 



State Normal Schools 



b — Summer Session 

The summer session growth has been even greater than that of the regular 
session. Since 1917 this registration has grown from 1,100 to 1,800, an increase 
of 80%. 

Two of the reasons for this growth are (1) the increased interest in continuing 
professional training shown by teachers in the field, and (2) the new law requiring 
a minimum of one year of professional training by 1925. 

This growth is just beginning and is certain to continue for a number of years. 
The enrollment for the next two summers is estimated at 1,960 and 2,140. This 
growth is shown in the following table. 



Year 


Registration 


Increase over 
1917 


Per cent 

increase over 

1917 


1917 


1,000 
1,100 
1,350 
1,420 
1,650 
1,800 
1,960 
2,140 


100 
350 
420 
650 
800 
960 
1,140 




1918 . 


10 


1919 


35 


1920 ... 


42 


1921 


65 


1922 

19231 

19241 


80 
96 
114 







4. Present Needs 

Under this head may be presented present inadequacies in the following order 

a — Organization 
b — Personnel 
c — Equipment 
d — Buildings 
e — Grounds 



5. Requests for Succeeding Two Years 

The request for 1923-24 and the succeeding year is $45,400 or 12.4% more than 
the 1922-23 appropriation. This increase is due (1) to the application of the new 
salary schedule to the administrative staff and the faculty, and (2) to necessary 
supply increases to care for growth. There is no increase in operation of buildings 
and only $400 in auxiliary agencies. 

The current student hour cost is 37.2 cents and the estimated 1923-24 student 
hour cost is 39.1 cents, and 1924-25 cost will probably be 36.8 cents.^ 

No additions to the faculty are requested. This additional growth will be 
cared for by the present staff by increasing the size of classes. The compari- 
son of the current appropriation and request follows : 

1 — Estimated. 

2 — Note: In this specimen budget procedm-e, the student hour cost has been reckoned 
upon the total budget. In actual practice tliis cost should exclude extension and summer 
school service, which cost should be figured separately in student hours upon the basis 
of actual service rendered. 



Survey of Needs 



155 





Appropriation 
1922-23 


Requesti 
1923-24 


Increase 


Per cent 
increase 


A. Administration. 


S 48,200 

255,900 

14,500 

36,600 

10,800 


$67,100 

279,900 

14,900 

36,600 

13,300 


SI 8, 900 

24,000 

400 

2,500 


39 


B, Instruction . . 


9 3 


C. Auxiliary Agencies 


2 7 


D. Operation of Bldgs. . 




E. Maintenance of Bldgs 


23 1 






Total Maintenace... 


$366,000 
$177,500 


$411,800 
$202,000 


$45,800 
$25,500 


12 5 


F. Capital Outlay 








Grand Total 


$543,500 
5,700 


$613,800 
7,200 


$71,300 
1,500 




Credits 






$537,800 


$606,600 


$69,800 


12.9 







The comparison by budget division follows: 





Current 
appropriation 


Requested 
appropriation 


Increase 


A. Administration 


13.2 
69.9 

4.0 
10.0 

2.9 


16.2 
68.1 
3.6 
8.9 
3.2 


3. 


B. Instruction . . 


-1.8 


C. Auxiliary Agencies . .... 


-0.4 


D. Operation of buildings . . . 


-1.1 


E. Maintenance of buildings . 


0.3 






Total 


100.0 


100.0 









6. Detailed Requests 
A. Administration 

Administration shows an increase of $18,500 or 39% over the current appropria- 
tion. This is due to the increasing of the administrative officers' salaries to con- 
form to the new schedule. This is the highest possible amount that will be spent 
for administration in the future. There is an increase of $200 in supplies. The 
other appropriations remain the same. 

The detailed analysis of this division follows: 



» — Note: If the request for the second year should diflfer greatly from the first it would be 
deskable to make a second comparison between the two appropriations requested and 
explain the reasons for the increase. 



156 



State Normal Schools 



Allowed 
1921-22 



Allowed 


Requested 


1922-23 


1923-24 


$6,000 


$10,000 


5,000 


8,000 


5,000 


8,000 


5,000 


8,000 


5,000 


8,000 


6,000 


7,200 


2,400 


2,400 


1,800 


1,800 


1,800 


1,800 


3,600 


3,600 


$41,600 


$58,800 


$1,000 


$1,200 


1,600 


1,700 


2,000 


2,400 


$4,600 


$5,300 


$1,000 


$1,000 


2,000 


2,000 


$49,200 


$67,100 



Requested 
1924-25 



Administration. 

A. Salaries 

1 President 

1 Registrar 

1 Director of Extension 

1 Director of Instruction 

1 Director of Practice Teaching. 

3 Administrative Assistants 

1 Chief Clerk 

1 Stenographer 

1 Bookkeeper 

3 Clerks 



Total Salaries. 



B. Supplies 

a. Office 

b. Stationery, postage and telegrams. 

c. Incidental office expense 



Total supplies. 



C. Transportation. 

D. Publicity 



$6,000 
5,000 
5,000 
5,000 
5,000 
6,000 
2,400 
1,800 
1,800 
3,600 

$41,600 



$1,000 
1,600 
2,000 

$4,600 

$1,000 
1,000 



Total administration. 



$10,000 
8,000 
8,000 
8,000 
8,000 
7,200 
2,400 
1,800 
1,800 
3,600 

$58,800 



$1,400 
1,700 
2,400 

$5,500 

$1,000 
2,000 

$67,300 



B. Instruction 

The request for instruction is $24,000 or 9.3 % greater than for the current year- 
This is due to salary increases for faculty members. As shown earlier in this 
report the actual student hour cost will decrease by 1923-24, owing to the fact 
that no additional faculty members are requested. Adjustment in class size 
will care for growth. 

An increase of $2,000 is requested to care for the increasing demand for extension 
work. The training of teachers in the field is one of the most important services 
the college can render. 





Allowed 


Requested 




1921-22 


1922-23 


1923-24 


1924-25 


B. Instruction 

1. Regular Se8.sion 
A. Salaries 

7 Department Heads . .... 


$28,000 
30,000 
50,000 
20,000 

5,000 
16,000 
14,000 
10,000 

9,000 


$28,000 
30,000 
50,000 
20,000 

5,000 
16,000 
14,000 
10,000 

9,000 


$49,000 
30,000 
50,000 
20,000 

5,000 
16,000 
14,000 
10,000 

9,000 


$49,000 


5 Professors 


30,000 


10 Prolessors . 


50,000 


5 Professors . . . 


20,000 


1 Associate Professor 


5,000 


4 Associate Professors 


16,000 




14,000 


5 Instructors 


10,000 


5 Instructors 


9,000 



Survey of Needs 



157 



6 Training Instructors 
18 Training Instructors, 
6 Training Instructors, 

Total Salaries 

B. Supplies 

2. Extension 

A. Salaries 

B. Supplies 

Total Instruction 



15,600 
36,000 
9,000 

$242,600 

$9,800 



$3,000 
500 

$255,900 



1 

15,600 


15,600 


36,000 


36,000 


9,000 


9,000 


$242,600 


$263,600 


$9,800 


$10,800 


$3,000 


$5,000 


500 


500 


$255,900 


$279,900 




$5,000 
500 



$279,900 



C. Auxiliary Agencies 

An increase of $400 is requested for supplies and incidental expenses in the 
health service to care for the student increase. The detail: 





Allowed 


Requested 




1921-22 


1922-23 


1923-24 


1924-25 


C. Auxiliary Agencies 

1. Health Service 


$2,000 
500 

12,000 


$2,000 
500 

12,000 


$2,000 
900 

12,000 

$14,900 


$2,000 


b. Supplies 


900 


2. Dornutories and Commons 

a Salaries (nlSitrons) . 


12,000 






Total Auxiliary Agenc'es ... 


$14,500 


$14,500 


$ 14,900 







D. Operation of Buildings 

There is no change in the request for operation of the college plant. The detail : 





Allowed 


Requested 




1921-22 


1922-23 


1923-24 


1924-25 


D. Operation of Buildings 

1 Salaries 


$18,000 

930 

13,200 

1,980 

260 

380 

530 

1,320 


$18,000 

930 

13,200 

1,980 

260 

380 

530 

1,320 


$18,000 

930 

13,200 

1,980 

260 

380 

530 

1,320 


$18,000 


2 Supplies . 


930 


3 Fuel 


13,200 


4 Light 


1,980 


5 Gas 


260 


6. Telephone 


380 


7. Water 


530 




1,320 


9. Taxe? 








Total Operation 


$36,600 


$36,600 


$36,600 


$36,600 







158 



State Normal Schools 
E. Maintenance of College Plant 



An increase of $2,000 is requested for repairs to buildings. It is necessary to 
decorate the science classrooms and laboratories and repair this equipment. 

An increase of $500 is requested for replacement of educational equipment. 
The detail: 





Allowed 


Requested 




1921-22 


1922-23 


1923-24 


1924-25 


E. Maintenance 


$8,000 

300 

2,500 


$8,000 

300 

2,500 


$10,000 

300 

3,000 

$13,300 


$10,000 
300 




3. Replacement of educational equipment 


3,000 






Total Maintenance 


$10,800 


$10,800 


$13,300 






Grand Total Maintenance 


$366,000 


$367,000 


$411,800 


$412,100 







F. Capital Outlay 

New equipment for the various classrooms will cost $2,000. (Detailed schedule 
should be submitted.) 

A new library is requested to replace the present unit used for the purpose. 
Present quarters provide for only -200. The minimum requirements at present 
are for 400 capacity and, because of the nature of the building, provision should 
be made for growth. A 600 unit library is therefore requested. 

A second dormitory to house 100 women is requested. The detail : 



F. Capital Outlay 

1. New Equipment 

2. New Buildings 

a. Library 

b. Training School 

c. Dormitory 

3. Additions 

4. Alterations 

Grand Total Capital Outlay 

CreditB 

a. From tuition fees 

b. From extension fees 

Total credits 



Allowed 



1921-22 1922-23 



$3,000 



175,000 



$178,000 



$4,500 
1,200 

$5,700 



$2,500 



175,000 



$177,500 



$4,500 
1,200 



$5,700 



Requested 



1923-24 1924-25 



$2,000 
100,000 

100,000 

$202,000 



$5,700 
i,500 



$7,200 



$2,000 
100,000 

100,000 

$202,000 



$5,700 
1,500 



$7,200 



Survey of Needs 159 



Chapter XXVIII — Classification of College Accounts 

The following is recommended as a standard classification of college accounts 
for budgeting and accounting purposes. 
I. Maintenance 

A. Administration 

1. Salaries (President, Registrar, Directors of adminis- 
trative departments, clerks and stenographers) 

2. Supplies 

a. Office 

b. Stationery and postage 

c. Telegrams 

d. Incidental office expense 

3. Transportation 

4. Advertising 

Total administration 

B. Instruction 

a. Regular 

1. Salaries of faculty with exceptions noted under admin- 
istration. 

2. Educational supplies 

b. Summer 

1. Salaries of faculty with exceptions noted under admin- 
istration 

2. Educational suppKes 

c. Extension 

1. Salaries of faculty with exceptions noted under admin- 
istration. 

2. Educational supplies 

Total instruction 

C. Auxiliary Agencies 



1. 


Health Service 




a. Salaries of doctors or nurse 




b. Supplies 




c. Other expense 


2. 


Dormitories and commons 




Total auxiliary agencies 


Operation of Buildings 


1. 


Salaries of janitors, engineers, superintendents of build- 




ings and grounds 


2. 


Supplies 


3. 


Fuel 


4. 


Light 


5. 


Gas 


6. 


Telephone 


7. 


Water 




Total operation 



160 State Normal Schools 

E. Maintenance of College Plant 

Any repairs or replacement to buildings and equipment 
Total maintenance 
Grand Total Maintenance 

II. Capital Outlay 

1. New equipment 

2. New buildings 

3. Additions 

4. Alterations and repairs 

5. Additions to grounds 

Total capital outlay 
Grand Total Maintenance and Capital Outlay 
Credits 

1. From fees 

2. From extension 

3. From other sources 

Supply: Generally speaking any article that is used up during the 
course of a year, such as chemicals, paper, test tubes, 
forms, etc., is a supply. 
Equipment: Generally speaking any article that has permanence and 
T\dll not disappear as a result of use during the course of a 
year, such as typewriters, inkwells, library books, era- 
sers, furniture, etc., is an article of equipment. 

Chapter XXIX — Finance 

The state normal schools are financed for both maintenance and building pur- 
poses by direct tax levy. The budgets are prepared at the colleges and submitted 
to the State Board of Education. In the past they have been considered sepa- 
rately by the legislature and each president has generally appeared in support of 
his own budget. 

Certain small amounts have been collected as fees from resident and non- 
resident students. 1 These fees have been applied in the manner prescribed by 
law and turned over to the state treasurer. 

It has been a general practice in extension to pay the salaries of the instructors 
directly through the collection of fees for these courses. 

There has been much discussion lately of raising coUege fees to the real cost 
and financing them in this manner to reduce the tax burden. Whatever may be 
the general merits of such a scheme it should not be applied to teacher training 
schools. The continued shortage of professionally trained, capable men and 
women requires the most strenuous teacher recruiting campaign rather than the 
raising of additional bars. In the last analysis the state must pay for the training 
of its teachers. 

No general change in the method of financing is recommended at this time. 
It is considered desirable that the laws be so modified that all fees collected by 
the colleges, except for athletics and other non-academic student activities, be 
applied as a credit against the budget and all expenses be definitely provided 
for in the budget. This procedure would result in a smaller net amount to be 
raised by taxation and would be a true statement of the actual situation. 

»— See Appendix. Tables LXXXIV to LXXXVII. 



Survey of Needs 161 



Chapter XXX — Student Accounting and Records 

A college record system should be simple and flexible but must be compre- 
hensive enough to yield the information necessary for the successful administra- 
tion of the college plant. These necessary facts call for a definite system of stu- 
dent accounting, attendance records, room charts, teacher programs, student 
hour records and class size. The official in charge of the administration of the 
college can do his work simply and effectively through the means of these me- 
chanical aids. 

Uniformity of method among the several state colleges is desirable, but this 
need not necessarily be carried over into insistence upon uniform size, color or 
type of record card. These are matters that may be left safely to the individual 
college. It is desirable, however, that the rules under which all student account- 
ing is done shall be uniform. To that end a terminology is presented in this 
chapter as a basis for uniform accounting. This terminology follows : 

Terminology for Uniform Student Accounting 

1. Matriculation shall designate the first entry of a student into the college. 

2. Registration shall designate the entry of a student into the college during 
any term upon payment of the regular fees. 

3. Enrollment shall designate the entry of a student into specific class groups. 

4. Losses (lefts) shall include permanent withdrawals from the institution 
during any term. 

5. Membership shaU be registration minus losses (lefts). 

6. Total original registration shall include every student who has been regis- 
tered at any time during the college year. 

7. Classification shall be the standing of a student based upon the number of 
earned credits as follows: 

1 to 9 units - 1 
10 to 24 " - 2 
25 to 36 " - 3 
37 to 48 " - 4 

Average Membership 

Average membership shall be the aggregate of the daily membership for the 
term or quarter divided by the actual number of days college was in session. 

Average Daily Attendance 

Average daily attendance shaU be the aggregate of the daily attendance for the 
term or quarter divided by the actual number of days college was in session. 

Percent of Attendance 

This then shall be secured by dividing average attendance by average mem 
bership. 

Student Hours 

A student hour (instruction hour) may be defined as a student instructed for 
sixty minutes. It may be secured in the following manner: daily attendance 
times length of instruction period in clock hours. 



162 State Normal Schools 

College and Student Costs 

College and student costs shall be determined in terms of student hours. 

Marking System 

It is also highly desirable that the marking systems at all state colleges be 
uniform. At the present time two colleges are operating on a six point and an- 
other upon a seven point system. It is difficult for one not connected with an 
institution to translate marks received. 

There is now in operation at the University of Michigan, the Detroit Teachers 
College and the Detroit Junior College, a five-point system that is easily under- 
stood and widely accepted. This system could be applied profitably to the state 
normal schools. It foUows: 

A — Excellent E — Failure 

B — Good I — Incomplete 

C — Fair X — ^Absent from examination 

D — Condition Dr — Dropped 

Chapter XXXI— Publicity 

There is great need for a unified publicity program which would present at regu- 
lar intervals the teacher training program to the teachers, high school students 
and people of the state. A publicity program, to be successful, must be diversi- 
fied, so the following general plan is suggested: 

1. The general publicity program should be placed in charge of the Director 
of Extension. 

2. The publishing, jointly, by the four schools of a state teachers' bulletin 
for circulation among teachers, educational administrative officers, 
state and local officials, citizens and high schools, is desirable. 

3. Field work by the Directors of Extension. 

4. Publication in the press of the state of items of policy and general interest 
in addition to athletic news. 

5. The establishing of live contacts hy the presidents between the teacher 
training schools and such organized civic agencies as Rotary and Ki- 
wanis clubs, church orders, etc. 

6. The maintenance of contacts through extension work with teachers in 
service. 

7. The success of this program depends upon continuity, clear and forceful 
presentation of facts, and the ability to instil confidence in the people. 

Chapter XXXII— Classification 

The classification of teacher training institutions as normal schools has long 
been a debatable question. The National Education Association Committee^ 
on Teachers' Colleges reported upon this subject at the Chicago meeting, Feb- 
ruary 27, 1922. The objectives and conclusions of this report are reproduced 
here because of their particular application to the Michigan situation. 

1 — This committee is composed of the following: President Charles McKenny, of the 
Michigan State Normal College, Ypsilanti, Chairman; Dr. William C. Bagley, of Teach- 
ers' College, Columbia University; President David Felmley, of Normal University, 
Normal, Illinois: President W, A. Jessup, of the State University of Iowa, Iowa City; 
President John R. Kjrk, of the Missouri State Teachers' College, Kirksville; and Presi- 
dent Robert H. Wright, of Teachers' Training School, Greenville, North Carolina. 



Survey of Needs 163 

"The two main objectives of the study were: 

"1. To discover the scope of the teachers' college movement, i. e., to what 
extent normal schools are advancing in rank to teachers' colleges. 

"2. To gather data which would reveal the practices and standards obtaining 
in teachers' colleges and their relations to practices and standards generally 
accepted in college and university circles. The committee reached the following 
conclusions : 

"1. In the opinion of this committee the teachers' college movement is sound 
in policy. The normal schools began as secondary schools with a professional 
purpose. As public education progressed they advanced to the rank of junior 
colleges and with the further progress of public education it is perfectly natural 
that they should develop into professional colleges. This development is in 
complete harmony with the general advancement of organized education. More- 
over, it is a necessity if we are to have a body of trained teachers mth a profes- 
sional attitude toward their work. Especially is it important that we should 
have teachers' colleges in view of the disposition of teachers in service to continue 
their education. Thousands of such teachers find the work offered by the teach- 
ers' colleges during the summer session their greatest single opportunity for aca- 
demic and professional advancement. 

"2. The teachers' college movement is still in the experimental stage. While 
a few institutions have established themselves firmly in the college field and have 
received general recognition for their work, probably three-fourths of the so-called 
teachers' colleges are just advancing to senior college rank. It will take a num- 
ber of years for them to establish their courses, increase their attendance, and 
standardize their work on a coUege basis. 

"3. The movement should receive encouragement from all friends of public 
education. Legislatures which have been responsible for the legal enactments 
which have created these teachers' coUeges should back them up financially and 
make it possible for them to develop a physical plant and the faculties necessary 
for the work which they have been authorized to undertake. 

"4. The universities should evince a co-operative spirit toward the teachers' 
college movement. In the great work of education there is room and glory for all. 
The universities will find their resources taxed to the limit to care for those who 
desire to enter their doors. Any spirit of rivalry or over-zealous competition 
between the educational institutions of a state should cease. The universities 
and the teachers' coUeges should be colleagues and firm friends in advancing the 
interests of education within their respective states. 

"5. The normal schools which advance to the rank of teachers' colleges should 
take the name college. It is idle to ask what is in a name, for there is much in a 
name. In pubhc thinking the term 'school' is applied to an institution below 
college rank. The name 'coUege' has an appeal which the name 'normal school' 
does not have, and as soon as a normal school is authorized to take up senior col- 
lege work it should take the name indicative of its rank. 

"6. The teachers' colleges should address themselves to the task of standard- 
ization. If they are to be colleges in name they should be colleges in fact. This 
means that for the entrance requirements, student's load, content of courses, 
academic preparation of faculty, faculty load, number of weeks' teaching a year, 
et cetera, they should 'square' with college standards. Teachers' colleges may 
never hope to have the respect and recognition of the coUeges and universities 
and the public in general until this task of standardization is achieved. 



164 State Normal Schools 

**7. And as aid to this standardization, the committee suggests that a more 
detailed study be made of the organization and administration of teachers' col- 
leges and of the content of the course of study, such report to be made by the 
present committees or by some other committee authorized for that particular 
purpose." 



PART IV— APPENDIX 

Detailed Statistical Information 



1G6 



State Normal Schools 



CO ■.*< O (M 

lO Cv) CO CO 

•^ CO 



05 CO 0> CO 



CO <M 



l^ <M CD CD CO 



O O CO 00 (N a> 
CO CO >— 1 Cvl 00 CO 
M (M CD 05 00 



CO CD O OS 
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172 



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Survey op Needs 



176 





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176 



State Normal Schools 



1 

1 


1 


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ts 


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to 


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CO 


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Survey of Needs 



177 



<o-HU5C<»«Oi-iN(MOi • xn tts et -^ fo to m •to^ws^oco'-' 



io«oeo«»-i-«* 'i-iwo 



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115 00 t^ t- 



t~ I— I 1— I CO o> 



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•^ ui Oi -f 



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<M CO i-l "-I IM "O 



CO ■* t-l » 



t^ . t^ 



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c^ r-i TM esi 



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1-1 to C4 00 



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178 



State Normal Schools 



"A 
< 

^ I 

§^ 

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1 




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CO eo <-! 09 CO 


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CO 




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Survey of Needs 



179 



GO 
O 

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1 




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180 



State Normal Schools 



I 

W 

Pi 
<^ 

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en 






"S 


I 




s 




<M 






o> 
























■* 








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SuR^^Y OF Needs 



181 

















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h 

: c 


il 


> c 


: * 


'^ 






5, 1 

n 

> c 


: 4 
i '. 


N 


il 


,1 


• * 

n 


,1 

1 

• £ 




1 

a- 


) 


; c 

, I 
: "^ 

I c 

> 


ii 


!i 




3 
> 
5 


S 


!S 


?s 


;s 


JS 


53 


l< If 


l^ 




5 <x 


5S 


?^ 


J? 


:t 


;?: 


JIS 


n tf 






• at 


;? 


JS 


3 « 


5S 


?s 


I 





182 State Normal Schools 

TABLE VI— USE OF BUILDINGS BY PERIODS (MICHIGAN STATE) 



Building 


Total 

Strd. 
cap. for 
Iwk. 


Strd. 
cap. 1 
a.m. hr. 
thru 6 

days 


Strd. 
cap. 1 
p.m. hr. 
thru 5 

days 


Total weekly use of 
each period 6 days 


Total weekly use of 
each period 5 days 


Total 
a.m. 
at- 
tend- 
ance 
Iwk. 


Total 
p.m. 
at- 
tend- 
ance 
Iwk. 


Total 
at- 
tend- 
ance 
a.m. 
&p.m. 

for 
Iwk. 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


3-4 


4-5 


Adminidtration 


24,552 


3,348 


2,790 


500 


579 


521 


151 


222 


545 


209 




1,751 


976 


2,727 




58,784 


8,016 


6,680 


1980 


3004 


2470 


1650 


2312 


2057 


1090 


351 


9.104 


6.810 


15,914 




Science 


32,912 


4,488 


3,740 


758 


474 


446 


342 


746 


512 


245 


12 


2,020 


1,515 


3,535 


Pease Aud 


4,268 


582 


485 


364 


147 


163 


186 


167 


171 


103 


75 


860 


516 


1,376 


Gymnasium 


19,316 


2,634 


2,195 


213 


259 


344 


425 


222 


198 


565 


413 


1,241 


1,398 


2,639 


Total Normal 
Plant 


139,832 


19,068 


15,890 


3815 


4463 


3944 


2754 


3669 


4483 


2212 


851 


14,976 


11,215 


26,191 



TABLE VII— USE OF BUILDINGS 


BY 


PERIODS 


(WESTERN 


STATE) 


Building 


Total 

Strd. 

cap. for 

Iwk. 


Strd. 
cap. 1 
a.m. hr. 
thru 6 

days 


Strd. 
cap. 1 
p.m.hr. 
thru 5 

days 


Total weekly use of 
each period 6 days 


Total weekly use of 
each period 5 days 


Total 
a.m. 
at- 
tend- 
ance 
Iwk. 


Total 
p.m. 
at- 
tend- 
ance 
Iwk. 


Total 
at- 
tend- 
ance 
a.m. 
&p.m. 

Iwk. 




8-9 


9-10 


10-11 


11-12 


12-1 


1-2 


2-3 


3-4 


4-5 


Administration 


29,612 


4,038 


3,365 


2018 


1892 


2401 


1372 




2035 


1548 


979 


493 


7,683 


5,055 


12,738 


Science 


32,296 


4,404 


3,670 


1383 


1625 


1614 


1588 




1587 


1699 


1108 


83 


6,210 


4,477 


10,687 


Manual Arts. . . 


5,104 


696 


580 


303 


223 


78 


158 




137 


145 


43 




762 


325 


1,087 


Gymnasium 


9,856 


1,344 


1,120 


176 


457 


337 


226 




258 


247 






1196 


505 


1,701 










Total Normal 
Plant 


76,868 


10,482 


8,735 


3880 


4197 


4430 


3344 




4017 


3639 


2130 


576 


15,851 


10,362 


26,213 






Combined Col- 
lege & High. .. . 


102,938 


10.482 


8,735 


4950 


5172 


5250 


4284 




4787 


4294 


2130 


576 


19,656 


11,787 


31,443 



TABLE VIII— USE OF BUILDINGS BY PERIODS (CENTRAL NORMAL) 



Building 


Total 

Strd. 

cap. for 

Iwk. 


Strd. 
cap. 1 
a.m. hr 
thru 6 

days 


Strd. 
cap. 1 
p.m. hr. 
thru 5 
days 


Total weekly use of 
each period 6 days 


Total weekly use of 
each period 5 days 


Total 
a.m. 
at- 
tend- 
ance 
Iwk. 


Total 
p.m. 
at- 
tend- 
ance 
Iwk. 


Total 
at- 
tend- 
ance 
a.m. 
& p.m. 

for 
Iwk. 




8-9 


&-10 


10-11 


11-12 


1-2 


2-3 


3-4 


4-5 


Main 


33,088 


4,512 


3,760 


1158 


1475 


1063 


1268 


1353 


1199 


1001 


531 


4,964 


4,084 


9.048 


Science 


26,796 


3,654 


3,045 


828 


570 


803 


248 


762 


900 


579 


50 


2,449 


2,291 


4.740 


Gymnasium.... 


15,224 


2,C76 


1,730 


92 


358 


612 


158 


39 


225 


270 


344 


1,220 


878 


2,098 


Total 


75,108 


10,242 


8,535 


2078 


2403 


2478 


1674 


2154 


2324 


1850 


925 


8,633 


7,253 


15,886 







Survey of Needs 183 

TABLE IX— USE OF BUILDINGS BY PERIODS (NORTHERN STATE) 



Biiilding 


Total 

Strd. 

cap. for 

Iwk. 


Strd. 
cap.l 
a.m. hr. 
thru 6 
days 


Strd. 
cap. 1 
p.m. hr. 
thru 5 

days 


Total weekly use of 
each period 6 days 


Total weekly use of 
each period 6 days 


Total 
a.TTi. 
at- 
tend- 
ance 
Iwk. 


Total 
p.m. 
at- 
tend- 
ance 
Iwk. 


Total 
at- 
tend- 
ance 
a.m. 

iwk. 




8-9 


9-10 


10-11 


11-12 


1-2 


2-3 


3-4 


4-5 


Administration 


28,512 


3.888 


3,240 


1045 


1069 


1284 


1160 


1363 


1224 


259 


94 


4,558 


2,940 


7,498 


North (Peter 
Whit€ Science) 


13.816 


1,884 


1,570 


665 


611 


612 


543 


364 


665 


275 


63 


2.431 


1.367 


3,798 


Gymnasium — 


8,536 


1,164 


970 




130 


16 


155 


212 


154 


230 


230 


445 


826 


1,271 


Total 


50,864 


6,936 


5,780 


1710 


1810 


2056 


1858 


1939 


2043' 764 
1 


387 


7.434 


5,133 


12.567 



TABLE X— ACCOMMODATIONS BY BUILDINGS (MICHIGAN STATE) 



Building 



No. of rooms 



Standard capacity 



Seating capacity 



Administration 

Classrooms 

Manual Training & Domestic Science. 



Main 

Classrooms. 
Laboratory. 
Library 



Science 

Classrooms 

Laboratories 

Lecture & Laboratories 
Laboratories & Class 
Laboratory &Collection 



Pease Auditorium . 
Classrooms . . . 



Gymnasium 

Recitation rooms. 
Practice floors. . . 
Physical Exam. . . 



Standard Capacity. . 
Reasonable Capacity. 



75 



558 
514 
44 

1,336 

1,194 

26 

116 

748 
481 
178 

85 



97 
97 

439 
43 

379 
17 



3.178 
1.500 



411 
367 
44 

1,140 

1,017 

7 



640 
407 
139 

90 

4 

112 
112 



90 

379 

17 



2.789 
1,300 



184 



State Normal Schools 



TABLE XI— ACCOMMODATIONS BY BUILDINGS (WESTERN STATE) 



Building 


No. of rooms 


Standard capacity 


Seating capacity 




20 

17 

2 

1 

24 

10 

13 

1 

8 
8 

1 


673 

469 

66 

138 

734 

425 

301 

20 

116 
116 

224 


829 




644 




47 




138 


Science 


827 


niassroomi? 


484 


Laboratories. 


311 




20 


Manual Arta. 


116 


Shops, etc . . 


116 




224 






Standard Capacity 


53 


1,747 
800 


1,996 


Reasonable Capacity 


■ 900 







TABLE XII— ACCOMMODATIONS BY BUILDINGS (CENTRAL NORMAL) 



Building 


No. of rooms 


Standard capacity 


Seating capacity 


Main 


19 
16 
2 

1 

18 
9 
9 


752 
635 
27 
90 

609 
411 
198 

346 
49 
17 
109 
171 


685 


Classrooms 


577 


Music 


18 


Library 


90 




543 




345 




198 




361 




64 




17 




109 


Main floor 


171 






Standard Capacity 


41 


1,707 
800 


1.589 


Reasonable Capacity 


700 



TABLE XIII— ACCOMMODATIONS BY BUILDINGS (NORTHERN STATE) 



Building 


No. of rooms 


Standard capacity 


Seating capacity 




12 
9 
1 
1 

11 
6 
3 
2 

1 


648 
460 
68 
33 
97 

314 
175 
57 
82 

194 


546 


Classrooms 


388 
44 




17 


Library 


97 


Peter White Science (North) ... 


315 


Clwwrnnmfl ^ ^ . ........ 


176 


Drafting room, Lathe & Bench 


67 


Laboratory & Classrooms 


82 




194 






Standard Capacity 


24 


1,156 
530 


1.055 


Reasonable Capacity 


520 



Survey op Needs 185 

TABLE XIV— DEGREES CLASSIFIED BY INSTITUTION 





h4 










t 




< 




h4 




Q 
1^' 


S 
d 












21 

8 








12 

21 
5 

4 
4 

1 
2 


1 

2 

1 
1 
2 












TTnivpraif.v nf Mirliip^n 


4 




3 


32 

1 
1 
1 




5 


1 








\ 












University of Wisconsin. . . . . 






























4 


3 




4 








1 


















Amherst College 










2 
























1 
















Cornell 














1 

1 


1 












University of Minnesota 










1 
















University of Bonn 














1 












University of California 










1 






1 












University of Munich 














1 
1 
1 
1 












University of Berlin 




























Wesleyan University 
















1 












Uiuversity of Jena 


























University of Missouri 








1 


1 
1 
2 


















Boston University 


























University of Indiana 














1 














Iowa State College 








1 


















Syracuse University 








1 

1 




















Vassar College 




























University of Maine 








1 




1 
















University of Ohio 








2 




2 

1 
1 














University of Illinois 














1 
1 












University of Pennsylvania 


























Wellesley College 










1 
















University of Vermont 






1 






















University of Texas 








1 




















Packer Collegiate Institute 


1 


























Albion College 




4 




4 

1 
1 






3 










2 




Hedding College, HL 




















Hope College 




























Denison University 






1 






















Allegheny College 








1 
5 

1 

1 

14 




















Kalamaaoo Normal 








1 
1 




















Ohio Northern University 


1 




1 








































Michigan Ptflt^ Normal 




16 






12 


















Ohio Wesleyan 


1 




1 


















Wabash College 






1 
2 
1 




















Alma College 






1 






















Hillsdale 
























Teachers College, Mass 








1 




















OUvet 


1 






2 






1 








1 












4 

1 






















1 


1 




















Wheaton College 
























Radcliffe College 












1 

1 














Grinnell College. 






1 






















Berea College ... 




















1 






Carleton College 








1 




















St. Marys College 














1 














Franklin College 






1 




1 











































186 State Normal Schools 

TABLE XIV— DEGREES CLASSIFIED BY INSTITUTION— (Cont.) 







n 


PQ 


n 


s 


i 




-i 
^ 


3 

PL| 


ni 
S 


s 
§ 


Q 


Ph 


§ 


Ottawa University 






























De Pau University 




























Ripon College 














1 














Iowa State Teachers 


























Lawrence College 




























Coe College 




























Muskingum College 
































1 
1 
























N.Y.S. College for Teachers 




























Clark University 














1 












Oberhn College 










93 


















Combined total — 295 


8 


18 


19 


46 


12 


10 


66 


16 


1 


2 


2 


3 


1 







TABLE XV— MICHIGAN STATE NORMAL COLLEGE GRADUATES 





lyr. 


2yr. 


3K. 


4yr. 


Total 


Increase 
over 1911 


%of 
Increase 


1910-11 


40 
149 
126 
111 
101 
108 
97 
90 
73 
44 
63 


435 
545 
588 
648 
703 
675 
795 
714 
545 
467 
551 


32 
32 
35 
38 
62 
89 
85 
82 
55 
25 


4 
7 
11 
15 
16 
15 
18 
15 
23 
28 
49 


511 

733 
760 
812 
882 
887 
995 
901 
696 
564 
663 






1911-12 


222 
249 
301 
371 
376 
484 
390 
185 
53 
152 


43 4 


1912-13 


48.7 


1913-14 


58 9 


1914-15 


72.6 


1915-16.. 


73.6 


1916-17 


94.7 


1917-18 


76.3 


1918-19 


36.2 


1919-20 


10.4 


1920-21 


29.7 








Total 


1,002 


6,666 


535 


201 


8,404 












% 


11.9 


79.3 


6.4 


2.4 


100. 













TABLE XVI— WESTERN STATE NORMAL SCHOOL GRADUATES 





lyr. 


2yr. 


3yr. 


4yr. 


NonH.S. 
grads. 


Total 


Inc. over 
1911 


%Inc. 


Summer 
session 


1911-12 

1912-13 

1913-14 

1914-15 

1915-16 

1916-17 

1917-18 

1918-19 

1919-20 

1920-21 


19 
19 
23 
18 
36 
27 
21 
51 
60 


148 
172 
194 
212 
229 
291 
375 
305 
304 
165 


.... 




6 
8 



54 
45 
24 
36 
24 
18 
15 
11 
3 


202 
236 
237 
271 
271 
345 
417 
343 
366 
235 


34 
35 
69 
69 
143 
215 
141 
164 
33 


.... 
16.8 
17.3 
34.2 
34.2 
70.8 
106.4 
69.8 
81.2 
16.3 


34 
21 
28 
24 
35 
54 
66 
51 
60 
42 


Totals 


274- 


2,395 




24 


230 


2923 








% 


9.4 


81.9 




fl 


7.8 


100. 

















Survey of Needs 



187 



TABLE XVII— CENTRAL MICHIGAN NORMAL SCHOOL GRADUATES 





lyr. 


2yr. 


4yr 


NonH.S.i 
Total 
grads. 


Increase 
Total 


Increase 


% Increase 


1910-11 . ... 


64 
98 
96 
78 
82 
71 
60 
59 
33 
55 
47 


104 
78 
127 
129 
111 
169 
156 
119 
117 
130 
139 


56 
49 
49 
38 
45 
41 
49 
35 

4 23 
11 17 

7 23 


224 
225 
272 
245 
238 
281 
265 
213 
177 
213 
216 




1 

48 

21 

13 

57 

41 

-11 

-47 

-11 

-8 




1911-12 


.5 


1912-13 . . 


21.4 


1913-14 


9.4 


1914-15 


5.9 


1915-16 


25.4 


1916-17 


18.4 


1917-18 


-4.9 


1918-19 

1919-20 


-21.0 
-4.9 


1920-21 


-3.6 






Totals 


743 


1,379 


2'. 


J 425 


2,569 










% 


28.9 


M.l 


A 


) 16.5 


100. 











-Central Michigan Normal School was organized as a private school in 1892 and so 
carried on until 1895, when by act of the Legislature it was taken over by the State. 
At that time this school was charged especially with the training of teachers for the 
rural schools. Students were admitted directly from the eighth grade without high 
school training, and it was not until 1903 that any life certificate graduates, with full 
high school credit as an admission requisite, were sent out from Central Normal. This 
explains why so many non-high school graduates appear in the enrollment. Central 
Normal still has rural courses to which students are admitted without graduation from 
the high school. 



TABLE XVIII— NORTHERN 


STATE 


NORMAL SCHOOL GRADUATES 




Men 


Women 


TotaU 


Increase 


% Increase 

over 

1910-11 


1910-1 1 


3 
4 
9 
4 
9 

10 
26 
15 
12 
13 
13 


92 
93 
115 
119 
116 
154 
169 
163 
121 
119 
125 


95 
97 
124 
123 
125 
164 
195 
178 
133 
132 
138 


2 

29 
28 
30 
69 
100 
83 
38 
37 
43 




1911-12 


2.2 


1912-13 


30.6 


1913-14 


29.5 


1914r-15 


31.6 


1915-16 


72.6 


1916-17 


105.3 


1917-18 


87.4 


1918-19 


40 


1919-20 


38.9 


1920-21 


45.3 






Totals 


118 


1,386 


1,504 


.... 


.... 


% .. . 


7.8 


92.2 


100. 











-The numbers given include only students who have received life certificates or A. B. 
degrees. 



188 



State Normal Schools 



TABLE XIX— MICHIGAN STATE NORMAL COLLEGE— SIZE OF 

CLASSES 1920-21 



Course of study 


Total 
no. 


Less 
than 5 


6-10 


11-15 


16-20 


21-25 


26-30 


31-35 


Over 35 


Education 


26 




5 

4 

1 


2 
2 




1 
1 






18 


Psychology & Education 








16 














2 




















Health 


27 
48 
19 
26 
3 




3 

8 
8 


2 
5 
4 

1 




1 
6 
1 
5 


2 
11 

1 
10 


2 
5 


17 


Lanauaaes 


8 
5 
3 


5 


Foreign 




English . 


5 


2 








3 


Library Methods 


















Exact Sciences 


37 
13 


2 
1 


5 

1 


5 

2 


9 

2 


7 
2 


3 


2 
2 


4 


M^at.hpmatics ... . 


3 


Biology 




Physics 


5 
5 

13 
1 

21 

12 
6 
3 

11 






2 

1 


2 

1 
3 
1 
3 

2 

1 


2 
3 


1 






Chemistry 


1 


1 
3 






Natural Science 


2 




1 


Astronomy 




Social Sciences 




5 
3 
2 


4 
3 
1 


1 


1 


3 
2 
1 


4 


History & Civics 


2 




1 


1 




Social Science 


2 


Vocational 


3 


2 


2 


4 








Commerce 












4 
7 

23 
10 
13 


1 

2 

1 

1 


1 
1 
3 
1 

2 


2 
2 

1 
1 


2 
2 

2 

1 
1 










Home Economics 










Fine Arts 


5 
1 

4 


3 
3 


6 
5 


1 


Art 


1 


Music 


1 *-. 








Total classes 


193 
100. 


6 
3.1 


31 
16.1 


22 
11.4 


26 
13.5 


21 
10.8 


20 
10.4 


18 
9.3 


49 


% Distribution 


25.4 








25 

Percentile 


Median 


75 
Percentile 




15 
28 
15 
13 
11 
5 
15 


37 
37 
23 
20 
18 
12 
24 


39 


Health 


39 




30 


Exact Sciences 


25 




34 




18 


Fine Arts 


32 












Total classes 


14 


24 


36 









Survey of Needs 



189 



TABLE XX— WESTERN STATE NORMAL SCHOOL— SIZE OF CLASSES 

1920-21 



Course of study 


Total 
no. 


Less 
than 5 


6-10 


11-15 


16-20 


21-25 


26-30 


31-35 


Over 35 


Education 


115 
85 
18 
12 
115 
153 
44 
68 


10 
2 
2 
6 
22 
14 
14 


11 
9 


11 

10 

1 


7 
5 
2 


10 
9 
1 


11 
7 
4 


9 

8 

1 
9 
18 


46 


Psychology & Education 

Principles of teaching 


35 

8 


Practice teaching 


2 
12 
18 
11 

5 


3 


Health 


12 
19 
6 
5 


17 
16 
6 

4 


5 

18 
5 
8 


1 
23 

2 
17 


37 


Lanauaaes 


27 


Foreign 




Rngljah 


14 


15 


Penmanship 




Reading & Speech 


32 
9 

80 
32 
19 
12 
2 
13 
2 
81 
35 
26 
20 
97 
44 
30 
23 
71 
37 
34 




2 


8 


6 


5 


4 


3 
1 
5 
3 


4 


Liteary Methods 


8 


Exact Sciences 


6 

1 
1 
3 

1 

12 
9 
3 

2 

2 


16 
4 
2 
5 
1 
2 
2 
7 
5 
1 
1 

17 
5 
9 
3 

16 
6 

10 


9 
3 
1 


17 
9 

7 

1 


14 

I 


4 
1 


9 


Mathematics 


2 


Biolotnr 


3 


Physics 


1 

1 
1 


2 




Botany 




Chemistry 


5 




........ 




4 


Agriculture 








Social Sciences 


5 
3 
2 

20 
6 

10 
4 

23 

16 
7 


17 
4 
8 
5 

20 
9 
3 
8 

11 
3 
8 


8 
1 
4 
3 
14 
7 
2 
5 
8 
6 
2 


11 
5 
2 
4 
7 
3 
3 
1 
3 
3 


3 

2 

1 
2 
1 


30 


History & Civics 


17 


Geography 


7 




6 


Vocational 


5 




4 






Home Economics 


1 

4 
2 
2 


1 


Fine Arts 


4 


Art 


1 


Music 


3 






Total classes 


712 
100. 


66 
9.3 


97 
13.6 


99 
13,9 


105 
14.7 


77 
10.8 


60 

8.5 


50 
7.0 


158 


% Distribution 


22 2 








25 
Percentile 


Median 


75 

Percentile 


Education 






14 
9 
13 
10 
18 
10 
10 


30 
19 
24 
19 
28 
15 
15 


38 


Health . ... 


36 


Languages 


33 


Exact Sciences 


25 


Social Sciences 


38 


Vocational 


22 


Fine Arts 


22 










Total 


12 


20 


34 









190 



State Normal Schools 



TABLE XXI— CENTRAL MICHIGAN NORMAL SCHOOL— SIZE OF 

CLASSES 1920-21 



Course of study 


Total 
no. 


Less 
than 5 


6-10 


11-15 


16-20 


21-25 


26-30 


31-35 


Over 35 


Education 


58 
22 
3 
6 

27 
33 
61 
14 
24 
13 
1 
9 

47 

19 

8 

9 

11 

32 

19 

2 

11 

32 

15 

9 

8 

28 

14 

14 


8 

2 
1 
5 

6 
6 


11 

2 

1 


16 
2 


5 

2 


6 
5 


5 
4 


3 
3 




Psychology & Education 

Rural School 


4 


Kindergarten 


1 

13 
7 

17 
3 
7 
1 
1 
5 
9 
5 
1 
2 
1 
6 
3 

3 
11 

7 
2 
2 
7 
4 
3 


2 

1 

5 

14 


1 


1 






Practice teaching 


8 
6 

10 
5 
3 
1 






Health 


3 
4 


1 
5 


4 
3 


7 


Languages 


2 


Foreign 




English 


7 
4 


3 
1 


1 
4 


3 






2 


Library Methods 




Penmanship 


7 
5 

1 
2 
2 

6 

4 

2 
5 
2 
3 


1 
15 
2 
3 
2 
8 
6 
3 
1 
2 
7 
4 
3 

7 
2 
5 


3 

7 
2 
2 
3 










Exact Sciences 


5 
3 




2 
1 


2 




1 


Biology 


1 


Physics & Chemistry 


2 












1 

2 

1 




Social Sciences 


8 
6 

1 
1 
5 
2 


3 
2 


3 
2 


2 












1 
3 
2 


1 


1 


2 


Vocational 












Manual Arts 








Home Economics 


3 

2 
1 
1 


1 
2 
1 
1 








FineAit> 


3 
3 


1 


1 
1 










Total classes 


291 
100. 


34 

11.6 


62 

21.4 


73 

25.1 


46 

15.8 


26 

8.9 


17 
5.8 


15 

5.2 


18 


% Distribution 


6.2 






1 


1 






25 
Percentile 


Median 


75 
Percentile 




9 
12 
9 
7 
10 
7 
6 


14 
19 
15 
11 
16 
12 
11 


24 


Health 


33 




21 




18 


Social Sciences 


23 




16 


Fine Arts 


20 










Total classes . 


9 


14 


21 









Survey of Needs 



191 



TABLE XXII— NORTHERN STATE NORMAL SCHOOL— SIZE OF 

CLASSES 1920-21 



Course of study 


Total 
no. 


Less 
than 5 


6-10 


11-15 


16-20 


21-25 


26-30 


31-35 


Over 35 


Health 


38 
67 
34 
32 
91 
33 


2 
5 

1 


5 
16 
8 
3 
25 
12 


2 
10 

7 

29 
4 


2 
5 
6 
6 
5 
3 


3 
6 

2 
3 
5 
5 


3 
1 
3 
5 
3 
8 


2 

9 
2 

8 

7 


19 




15 




5 


Social Sciences 


7 


Vocational 


16 


Fine Arts 


1 






Total 


295 
100. 


9 

3.1 


69 
23.4 


52 
17.6 


27 
9.2 


24 

8.1 


23 

7.8 


28 
9.4 


63 


% IMstribution . . . 


21 4 








25 
Percentile 


Median 


75 
Percentile 


Health 


17 
10 
10 
20 
10 
9 


36 
18 
17 
30 
14 
17 


39 


lAnciiases 


35 


Exa<'t fV^iT'^Pi' 


28 




35 


Vocational 


31 


Fine Arts 


27 












Total 


10 


19 


34 









192 



State Normal Schools 



1 




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Survey of Needs 



193 



CO^(MOOlO'«*l<MC^1^-*(M^Cq»-H(MlO-H 



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194 



State Normal Schools 



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1 


^' ^ S ?5 S S J^ ^' S? ^' JS 5§ 5:5 ?§ ^ ^' :5 ^ ^' ^ ^ ^ 



Survey of Needs 



195 



MCOlO-^C^IIMi— l-^C-li— ItM'— iNlO'-HC^Cvl'-H 


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00 


:::!::::::;::::!-: 


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1 ^ 


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■■::: \ :::::: :-^ \ \ : : 


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196 



State Normal Schools 



TABLE XXV— LENGTH OF FACULTY SERVICE AT WESTERN STATE 

NORMAL 



Age 


1 

1 

1 
1 


2 


3 

1 


4 


5 

1 
1 
1 


6 


7 

1 
1 

1 

1 

1 
2 


8 


9 


10 


11 


12 

1 


13 

1 

2 


14 


15 

1 
1 


16 

1 


17 

1 
1 

1 
3 


18 


19 


20 


21 

- 


22 


23 


24 


25 


26 


27 


28 

• ■ 


29 


30 


31 


Total 


22 


1 


23 


1 


24 . 


2 


26 


2 


27 






1 


28 






1 




2 


29 






2 


30 






' 




2 


31 




2 

1 

■ 


3 


32... 


1 


2 


33... 
34... 


5 

2 


35... 


] 


1 






•• 


1 
1 


2 


36... 


4 


37... 




1 


38 




2 




5 


39... 




3 


40... 












1 


2 


41... 








3 


43... 












1 


1 










1 
1 


2 


44... 
45... 






1 


1 
3 


46. . 




2 


47... 








2 


48... 










1 


50... 








1 




2 


53... 








1 


55... 




1 










1 
1 

10 


1 


- 


- 


- 


3 


3 


"" 


1 

3 


1 


1 


57 




3 


58 














1 




8 


7 


4 


11 


6 


4 




Total 


64 







Years of Service 

25 Percentile 3 years 

Median 5 years 

75 Percentile 7 years 



Age 

25 Percentile 31 years 

Median 37 years 

75 Percentile 44 years 



SuBVEY OF Needs 



197 



TABLE XXVI- 


— 


TOTAL 


SERVICE OF FACULTY AT 
NORMAL SCHOOL 


WESTERN 


STATE 


Age 


1 


2 


3 


4 


5 


6 


7 
1 


8 

1 
1 


9 

•• 

1 
1 


10 

1 
1 


11 

1 
1 


12 

2 
1 

1 
4 


13 

2 
1 

3 


14 

1 
1 

1 

3 


15 

1 
2 

3 


16 

1 
1 

2 


17 

1 
■■ 

1 


18 

1 
1 

~2 


19 

•• 

1 
1 
1 

3 


20 

•• 
1 

;; 

.. 

1 


21 

1 

1 
1 

1 
4 


22 


23 

1 

1 

•• 
■ 
2 


24 

1 


25 
• 

1 


26 

1 
3 


27 
1 


28 

" 


29 
1 


30 


31 

1 

1 


32 

1 

1 

2 


Total 


22 

23 

24 . 


1 
1 


1 


1 


1 


1 
1 
1 


1 


1 
1 
3 


26 . 




2 


27 






1 


28 . 










2 


29 












2 


30 












2 




2 


31 










1 


3 


32 










2 


33 










1 






5 


34 










2 


35 
















1 


2 


36 














1 


4 


37 














1 


38 


















5 


39 






















3 


40 

41 

43 

44 

45 

46 

47 
















1 
4 


3 


1 
3 


2 


2 
3 
2 
1 
3 
2 
2 


48 

50 

53 

55 

57 

58 


2 


1 


1 


1 


5 


3 


2 


1 
2 
1 
1 
3 
1 


Total 


65 



Years of Service 

25 Percentile 8 years 

Median 13 years 

75 Percentile 20 years 



Age 

25 Percentile 31 years 

Median 37 years 

75 Percentile 44 years 



198 



State Normal Schools 



TABLE XXVII— LENGTH OF FACULTY SERVICE AT CENTRAL 
MICHIGAN NORMAL SCHOOL 



Age 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


14 


15 


16 


17 


18 


19 


20 


21 


22 


23 


24 


Total 


25 


1 
1 

1 








































1 


28 ... 
















































1 


29 








1 








































2 


30 . 


1 












































1 


31 




1 












































1 


32 


2 

1 
1 














































2 


33 
















































1 


35 , ... 


1 


1 
1 




1 








































3 


37 








































1 


39 






























1 


















2 


40 














































1 


41 
















































1 


42 












■ 






























1 






1 


43 




1 








































1 


44 








1 








































1 


45 




















1 




















1 
1 








3 


48 






























1 














2 


49 








































1 




1 




50 




























1 
















2 


51 
































1 














1 


54 






























1 


















1 


55 




1 


1 
































1 










3 


56 


































1 










1 


63 














































. 1 


1 




7 


4 


4 


1 


3 


— 


— 


1 


— 


— 


1 


~ — 




1 


2 


1 


2 


' 


] 


1 


2 


2 


" 






2 


35 



Years of Service 

25 Percentile 1 year 

Median 5 years 

75 Percentile 17 years 



Age 

25 Percentile 33 years 

Median 42 years 

75 Percentile 49 years 



Survey of Needs 



199 



TABLE XXVIII— TOTAL YEARS OF SERVICE CENTRAL MICHIGAN 
NORMAL SCHOOL FACULTY 



Age 


1 
1 


5 


6 


7 
_ 

1 
1 


8 


9 


10 

■■ 

1 


11 


12 


13 

1 


14 

1 
1 


15 


16 

;; 


17 

1 
1 


18 


19 


20 

1 
1 

2 


21 


22 


23 

1 
1 

2 


24 


25 
2 


26 

.. 

1 

1 

2 


27 
2 


28 

1 

1 


29 


30 


31 


32 


33 


4C 


Total 


25 

28 


1 


1 


1 
1 


29 






1 


2 


30 






31 






1 


32 








1 




2 


33 








1 


35 




3 


37 


















1 


39 






















2 


40 


























1 


41 

42 

43 

44 

45 














1 














1 
1 

1 

3 


48 

49 

50 

51 


































2 
1 
2 
1 


54 

55 

56 

63 






1 


2 


- 


1 


2 


- 


1 


1 


2 


- 


1 


2 


- 


- 


1 
3 

1 
1 




1 


^ 


2 






1 


1 


1 


35 



Years of Service 

25 Percentile 9 years 

Median 19 years 

75 Percentile 26 years 



Age 

25 Percentile 33 years 

Median 42 years 

75 Percentile 26 years 



200 



State Normal Schools 



TABLE XXIX— LENGTH OF FACULTY SERVICE AT NORTHERN 
STATE NORMAL SCHOOL 



Age 


1 


2 

1 


3 


4 


5 


6 


7 


8 


9 


10 


11 


12 


13 


14 


15 


16 


17 


18 


19 




20 


21 


Total 


22 


^ 


27 






1 




































2 


28 






































31 














1 
































32 












1 
































33 








1 




































34 












































35 . . 












































36 .... 










































39 . . 












1 


1 
1 






























40 




































41 




























1 














42 
























1 














1 




43 






1 


































44 












































45 














1 




1 


























47 












1 




























48 


















1 


























49 












































50 
















1 














1 
1 














53 






















1 
















1 




55 
































1 








58 








1 




































59 
































1 
























































Total 


5 2 


1 


4 




3 


3 


2 




3 


3 


1 


1 






3 


1 


1 






2 


35 



Years of Service 

25 Percentile 4 years 

Median 7 years 

75 Percentile 12 years 



Age 

25 Percentile 35 years 

Median 42 years 

75 Percentile 49 years 



Survey of Needs 



201 



TABLE XXX— TOTAL YEARS OF SERVICE NORTHERN STATE 
NORMAL SCHOOL FACULTY 



Age 


1 


2 


3 


4 


5 

1 

.. 
•• 


6 


7 

1 


8 


9 

1 
1 


10 

1 
1 

1 


11 

1 
1 


12 

1 
1 

1 


13 

1 
1 


14 

1 


15 

■• 

1 


16 


17 
2 


18 


19 


20 

1 

1 


23 


24 

1 
1 


25 

1 


26 

1 
1 


27 

1 


35 3 

1 . 

1 


6 Total 


22 




] 




1 


1 


27 
28 
31 
32 
33 
34 
35 

39. 
40 
41 

42 

43 . 

44 

45 . 

47 

48 . 

49. 

50 . 

53 . 

55 

58 

59 




3 
1 
1 
1 
1 
2 
2 
1 
3 
2 
2 
3 
1 
1 
2 
1 
1 
1 
2 

1 3 
1 

1 1 
1 




- 


1 




1 


1 


1 


1 


— 


2 


3 


2 


? 


2 


2 


1 




2 


1 


1 


2 


2 


2 


2 


2 


1 




Total 


2 38 









Years of Service 

25 Percentile 10 years 

Median 14 years 

75 Percentile 24 years 



Age 

25 Percentile 34 years 

Median 41 years 

75 Percentile 48 years 



202 



State Normal Schools 





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Survey of Needs 



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204 



State Normal Schools 



TABLE XXXII— DISTRIBUTION AND ANALYSIS OF ANNUAL EX- 
PENDITURES—WESTERN STATE NORMAL SCHOOL 



1916-1917 1917-1918 1918-1919 



1919-1920 1920-1921 



I. Maintenance; Administration 

1. Salaries (President, Registrar, Dean of 
Women, Clerks & Stenographers) 

2. Supplies 

a. Office (including printing of blanks & 
bulletins) 

b . Stationery and postage 

c. Telegrams 

d . Incidental office expense 

3 . Transportation 

4 . Advertising 

5 . Insurance 

6. Taxes and Rents 



$12,102.00 



2,707.67 
750.84 
158.01 



$14,954.00 



2,072.59 

1,228.60 

188.77 



$15,860.30 



,848.28 
868.38 
379.48 



128.07 
299.48 
978.16 
292.78 



58.43 
400.67 
999.43 
120.13 



45.14 

324.09 

1,423.17 

107.66 



$20,130.15 



2,750.41 
1,116.70 

296.48 
1,161.85 

276.55 

311.13 
1,099.54 

239.55 



$24,921.30 



5,435.64 

1,683.40 

547.22 

438.45 

209.57 

912.92 

1,365.38 

96.46 



Total Administration . 



$17,417.01 



$20,022.62 



$21,856.50 



$27,382.36 



$35,610.34 



Student help! 



$4,619:55 



$3,555.86 



$3,880.98 



$7,483.01 



$14,337.82 



Instruction a. Regular 

1 . Salaries of faculty with exceptions noted 
under administration 

2 . Educational Supplies 

b. Summer 

1 . Salaries of faculty with exceptions noted 
under administration 



$103,923.07 
3,134.05 



2,810.00 



$109,396.67 
4,128.58 



2,935.00 



$131,997.75 
2,932.64 



$147,126.85 
6,895.12 



2,952.03 



$194,796.25 
6,764.89 



5,225.00 



Total Instruction. 



$109,867.12 



$116,460.25 



$137,827.38 



$156,974.00 



$206,786.14 



Auxiliary Agencies 

1 . Health Service Salaries of doctors . 

2 . Entertainment (lectures, etc.) 



$515.00 
517.50 



$745.00 
530.00 



$600.00 
606.21 



$800.00 
456.00 



$1,050.00 
978.87 



Total Auxiliary Agencies . 



$1,032.50 



$1,275.00 



$1,206.21 



$1,256.00 



$2,028.87 



Operation 

1 . Salaries of janitors, engineers, etc. 

2 . Supplies 

3. Fuel 

4 . Light and power 

5. Gas 

6. Telephone 

7. Water 

8. Freight and cartage 



$6,110.00 

1,445.09 

5,387.83 

1,706.16 

354.11 

157.56 

457.94 

372.42 



$8,557.98 

1,550.87 

18,008.03 

1,348 

221.00 

157.56 

1,326.36 

302.17 



$9,790.93 

1,736.60 

7,315.08 

2,159.46 

277.72 

151.56 

741.66 

884.90 



$14,262.21 

2,118.51 

7,837.Q5 

2,159.62 

321.07 

441.60 

1,177.65 

533.99 



$18,739.24 

2,771.79 

23,530.27 

2,752.61 

575.63 

465.00 

1,219.00 

1,066.20 



Total Operation. 



$15,991.11 



$31,472.85 



$23,057. 



$28,851.70 



$51,119.74 



Maintenance — Any repairs or replacement 
to buildings and equipment etc 



$2,450.20 



$5,271. 



$6,785.04 



$9,114. 



$13,363.48 



Grand Total Maintenance. 



$151,377.49 



$178,058.45 



$194,614.02 



$231,061.26 



$323,246.39 



II. Capital Outlay 

1 . New equipment 

2 . New buildings 

3 . Additions. . . t 

4 . Alterations & repairs 

5. Additions to grounds (including fence, 
walks) 



9,996.55 



9,439.52 
1,376.78 



10,380.93 



11,172.50 
3.520.00 



505.00 



17,969.36 

75,765.53 

817.30 



11, 667. i 



5,900.00 



166.50 



10,175.00 



Total Capital Outlay . 



$22,169.45 



$10, 



$16,280.93 



$14,859.00 



$104,727.11 



Grand Total Maintenance and Capital Outlay 



$173,546.94 



$188,874.75 



$210,894.95 



$245,920.26 



$427,973.58 



-Added to instruction on table. 



Survey of Needs 



205 







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206 



State Normal Schools 



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Survey of Needs 



207 



TABLE XXXIV— DISTRIBUTION AND ANALYSIS OF ANNUAL EX- 
PENDITURES, NORTHERN STATE NORMAL SCHOOL 





1916-1917 


1917-1918 


1918-1919 


1919-1920 


1920-1921 


1. Maintenance 
Administration 

1. Salaries (President, Registrar, Dean 
ot Women Clerks) 


$6,570.00 

486.42 
401.42 
3.64 
1,182.86 
439.46 
984.81 


$6,930.00 

454.13 
416.56 


$7,950.00 

264.79 
465.19 
19.85 
1,611.71 
986.39 
961.36 


$9,795.00 

286.18 

671.95 

38.10 

1,894.07 

1.022.99 

1.123.58 


$11,700.00 


2. Supplies 

a. Office 


518.12 




819.85 


c. Telegrams 


82.62 




1,512.64 

558.46 

, 1,286.92 


1,841.78 




1,135.42 


4. Advertising 


783.29 






Total Administration 


$10,068.61 


$11,158.71 


$12,259.29 


$15,131.87 


$16,881.08 






Instruction 
a. Regular 
1. Salaries of faculty. 


$49,298.55 
1,761.43 

1,025.00 


$56,227.98 
3,122.03 

1,052.60 


$62,382.94 
1,643.52 

1,115.00 


$72,016.90 
3,168.39 

870.00 


$99,603.40 


2. Eiducational supplies 


2.475 30 


b. Summer 
1. Salaries of faculty 


980 00 






Total Instruction 


$52,084.98 


$60,402.61 


$65,141.46 


$76,055.29 


$103 058 70 






Auxiliary Agencies 
1. Health Service • 


$300.00 


$280.41 


$300.00 


$300.00 


$300 00 


a. Salaries of doctors 








Total Auxiliary Agencies 


$300.00 


$280.41 


$300.00 


$300.00 


$300 00 






Operation 

1. Salaries of janitors, engineers, supts. 


$4,110.00 
616.41 
3,130.48 
646.20 
48.79 
105.57 
230.04 


$4,727.46 
501.37 
9,394.47 
591.24 
58.36 
131.38 
193.83 


$5,445.00 
350.12 
4,010.91 
508.94 
41.42 
285.41 
131.30 


$6,014.90 
351.37 
6.556.27 
649.52 
49.14 
104.10 
224.29 


$7,445.80 
380.11 


2 Supplies 


. 3 Fuel 


7,179.54 
822 72 


4 Light 


5 Gas 


75.81 


6 Telephone 


206 96 


7 Water 


250 74 






Total Operation , . , 


$8,887.49 


$15,598.11 


$10,773.10 


$13,999.69 


$16,361.68 




Maintenance 

Any repairs or replacement to build- 
ings and eQuipment 


$1,044.29 


$1,624.87 


$1,247.74 


$2,260.39 


$1,561.79 




Total Maintenance 


$1,044.29 


$1,624.87 


$1,247.74 


$2,260.39 


$1,561.79 




Grand Total Maintenance 


$72,385.37 


$89,064.71 


$89,721.59 


$107,747.14 


$138,163.25 




II. Capital Outlay 
1 New eouipment 


$765.63 


$2,817.66 
2,074.301 


$3,593.63 


$3,766.33 
4,500.001 


$2,827.39 
4.015.371 


2 Npw b'li'dingfl , , 


3, Additions 






4 Alterations and repairs 




1,000.001 
393.641 






120 00 


5 Addtions to grounds 




















Total Capital Outlay^ 


$765.63 


$6,285.60 


$3,593.63 


$8,266.33 


$6,962.76 




Grand Total Maintenance and Capital 
Outlay 


$73,151.00 


$95,350.31 


$93,315.22* 


$116,013.47 


$145,126.01 



-Special appropriationB. 

-191^1919 $1,617.38 special sppropriatioiu. 



208 



State Normal Schools 



TABLE XXXV— MAINTENANCE FUND TOTALS— FOUR NORMAL 

SCHOOLS— 1910-1921 



Year 


Michigan 

State 


Western 

State 


Central 
Normal 


Northern 

State 


Total 


Increase 
over 1910 


Per cent 
increase 


19i0-ll 


$165,390.06 
i92, 194.26 
203,080.20 
221,978.45 
230,608.24 
229,894.55 
235,081.00 
271,493.10 
267,506.92 
319,279.93 
425,182.71 


$86,440.50 
86,440.50 
98,664.75 
119,697.99 
126,602.52 
148,206.52 
151,377.49 
178,058.45 
194,614.02 
231,061.26 
323,246.39 


$83,484.05 

86,884.39 

88,435.85 

94,7il.l7 

99.242.87 

105,405.32 

103,786.19 

110,118.82 

114,815.10 

113,795.05 

176,064.60 


$53,949.48 
51,980.03 
61,227.96 
62,214.23 
63,554.28 
73,002.05 
72,385.37 
89,064.71 
89,721.59 
107,747.14 
138,163.25 


$389,264.09 
417,499.18 
451,408.76 
498,601.84 
520,007.91 
556.508.44 
562,630.05 
648,735.08 
666,657.63 
771,883.38 
1,062,656.95 






1911-12 


28,235.09 
62,144.67 
109,337.75 
130,743.82 
167,244.35 
173,365.96 
259,470.99 
277,393.54 
382,619.29 
673,392.86 


7 3 


1912-13 


16 


1913-14 


28 1 


1914-15 


33 6 


1915 16 


43 


1916-17 


44 5 


1917-18 

1918-19 


66.7 
71 3 


1919-20 . . . 


98 3 


1920-21.... 


173 






Total 


$2,761,689.42 


$1,744,410.39 


$1,176,743.41 


$863,010.09 


$6,545,853.31 







TABLE XXXVI— MICHIGAN STATE NORMAL COLLEGE— PER CENT 
DISTRIBUTION OF ANNUAL EXPENDITURES 



Function 


1910-11 


1911-12 


1912-13 


1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


Aver- 
age % 


Administration. . . 

Instruction 

Aux. Agencies. . . 


11.0 
75.9 


10.2 
73.3 


9.9 
73.0 


9.4 

72.7 


9.9 

72.1 


9.9 
74.0 


9.0 
73.6 


8.6 
64.6 


10.1 

67.2 

.4 

17.5 

4.8 


9.3 
67.1 

1.0 
17.4 

5.2 


8.0 

65.7 

.6 

19.3 

6.4 


9.6 

70.8 

2 


Operation 

Maintenance 


11.8 
1.3 


li.5 
5.0 


11.6 
5.5 


12.0 
5.9 


14.1 
39 


14.3 
1.8 


16.7 

.7 


23.2 
3.6 


15.4 
4.0 


Total 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 


100.0 



TABLE XXXVII— WESTERN STATE NORMAL SCHOOL— PER CENT 
DISTRIBUTION OF ANNUAL EXPENDITURES 



Function 


1910-11 


1911-12 


1912-13 


1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


Aver- 
age % 


Ad ministration i . . 














11.5 

75.6 

.7 

10.6 

...1.6 


11.2 
67.4 
.7 
17.7 
3.0 


11.2 
72.8 
.6 
11.9 
3.5 


il.9 
71.2 
.5 
12.5 
3.9 


11.0 
68.5 
.6 
15.8 
4.1 


11.4 


Instruction . . . 














71 1 
















.6 
















13 7 


Mai itenanoe .... 














3.2 




















Total . 














100.0 


100.0 


100.0 


100.0 


100.0 


100.0 



















Not available for lfllO-1916. 



Survey op Needs 



209 



TABLE XXXVIII— CENTRAL MICHIGAN NORMAL SCHOOI^— PER 
CENT DISTRIBUTION OF ANNUAL EXPENDITURES 



Function 


1910-11 


1911-12 


1912-13 


1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


Aver- 
age % 


Administration. . . 
Instruction 


14.5 
71.5 


14.1 
71.7 


14.6 
71.7 


15.2 
70.8 


16.5 
69.6 


16.8 
68.0 


18.2 
65.8 


17.5 
66.8 


18.2 
57.9 


18.5 
65.5 


18.7 
61.2 


16.6 
67.3 


Operation 

Maintenance 


13.6 
.4 


13.1 
1.1 


12.5 
1.2 


12.8 
1.2 

100.0 


13.4 
.5 


13.8 
1.4 


15.5 
.5 


14.1 
1.6 


23.3 
.6 


13.1 
2.9 


17.5 
2.6 


14.8 
1.3 


Total 


100.0 


100.0 


100.0 


lOO.O 


100.0 


100.0 


100.0 


100.00 


100.0 


100.0 


100.0 







TABLE XXXIX— NORTHERN STATE NORMAL SCHOOI^-PER CENT 
DISTRIBUTION OF ANNUAL EXPENDITURES 



Function 


1910-11 


1911-12 


1912-13 


1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


Aver- 
age % 


Administration 1. . 














13.9 

72.0 

.4 

12.3 

1.4 

100.0 


12.5 

67.9 

.3 

17.5 

1.8 


13.7 

72.6 

.3 

12.0 

1.4 


14.0 

70.6 

.3 

13.0 

2.1 


12.2 

74.7 

.2 

11.8 

1.1 


13 3 


Instruction 














71 6 


Aux. Ao'encies 














3 


Operation 














13 3 


Maintenance 














1 5 



















Total 












100.0 


xOO.O 


100.0 


100.0 


100 



















-Not availaole 1910-16. 



TABLE XL— MICHIGAN STATE NORMAL COLLEGE— DETAILED COSTS 



Year 



1910-11 
1911-12 
1912-13 
1913-14 
1914-15 
1915-16 
1916-17 
1917-18 
1918-19 
1919-20 
1920-21 



1 ^ 
III 


ill 
111 


111 


1,559 


1,291 


2,850 


1,641 


1,419 


3,060 


1,616 


1,507 


3,123 


1,670 


1,340 


3,010 


1,702 


1,535 


3,237 


1,704 


1,662 


3,366 


1,825 


1,939 


3,764 


1,490 


1,608 


3,098 


948 


1,475 


2,423 


1,199 


1,514 


2,713 


1,295 


1,705 


3.000 



Regular 
year 

recitation 
hours 


Summer 
echool re- 
citation 
hours 


897,984 


123,936 


945,216 


136,224 


930,816 


144,672 


961,920 


128,640 


980,352 


147,360 


981,504 


159,552 


1,051,200 


186.144 


858,240 


154,368 


546,048 


141,600 


690,624 


145,344 


745,920 


163,680 



^S 



021,920 
081.440 
075,488 
090,560 
127,712 
141,056 
237,344 
012,608 
687,648 
835,968 
909,600 



fIJ 


lis 

ill 


11 

og-2 


$.0178 


$.1227 


$.0213 


.0181 


.1303 


.0293 


.0188 


.1500 


.0323 


.0191 


.1480 


.0365 


.0203 


.1474 


.0368 


.0200 


.1490 


.0324 


.0171 


.1399 


.0330 


.0229 


.1734 


.0718 


.0394 


.2610 


.0886 


.0357 


.2562 


.0901 


.0376 


.3074 


.1226 



OQ CS t- 



H^-J 



$.1618 
.1777 
.2011 
2036 
.2045 
.2014 
.1900 
.2681 
.3890 
.3820 
.4675 



210 State Normal Schools 

TABLE XLI— WESTERN STATE NORMAL SCHOOL— DETAILED COSTS 



Year 


.2" 


ill 


ill 


Regular 
year 

recitation 
hours 


Summer 
school 
recitation 
hours 


Total recita- 
tion hrs. reg. 
and summer 




1|o 


Operating 
cost per reci- 
tation hour 




1910-11 


612 
635 
678 
614 
670 
653 
797 
713 
930 
908 
902 


834 

824 

855 

845 

820 

931 

1,222 

896 

1,011 

1,004 

1,033 


1,446 
1,459 
1,533 
1,459 
1,490 
1,584 
2,019 
1,609 
1,941 
1,912 
1.935 


352,512 
365,760 
390,528 
353.664 
385,920 
376,128 
459,072 
410,688 
535.680 
523,008 
519.552 


80,064 
79,104 
82,080 
81,120 
78,720 
89,376 
117,312 
86,016 
97,056 
96.384 
99,168 


432,576 
444,864 
472,608 
434,784 
464,640 
465,504 
576,384 
496,704 
632,736 
619,392 
618.720 


■ 


^ 


■ 


$ 1998 


1911-12 


1943 


1912-13 








20Sg 


1913-14 








2753 


I9i4-15 








2725 


1915-16 








3184 


1916-17 


S.0302 
.0403 
.0345 
.0442 
.0576 


$.1986 
.2416 
.2240 
.2655 
.3574 


$.0338 
.0765 
.0491 
.0633 
.1075 


2626 


1917-18 


3584 


1918-19 


3076 


1919-20 


3730 


1920-21 . 


.5225 





-Detailed cost records not available 1910-1916. 

TABLE XLII— CENTRAL MICHIGAN NORMAL SCHOOL- 
DETAILED COSTS 



Year 




.2* 

9 o a 

111 


a^i 


i 


Summer 
school 
recitation 
hours 


III 
111 


II i 


ill 


a4l 


111 


1910-11 


512 
536 
457 
476 
507 
491 
469 
331 
533 
411 
484 


542 
396 
442 
512 
515 
755 
530 
719 
751 
980 
1,373 


1,054 

932 

899 

988 

1,022 

1,246 

999 

1,050 

1,284 

1,391 

1,857 


294,912 

308,736T 

263,232 

274,176 

292,032 

282,816 

270.144 

190,656 

307,008 

236,736 

278,784 


52.032 
38,016 
42,432 
49,152 
49,440 
72,480 
50.880 
69,024 
72,096 
94,080 
131,808 


346,944 
346,752 
305,664 
323,328 
341,472 
355,296 
321,024 
259,680 
379,104 
330,816 
410,592 


$.0350 
.0353 
.0422 
.0446 
.0479 
.0499 
.0588 
.0743 
.0550 
.0635 
.0802 


$.1721 
.1797 
.2075 
.2073 
.2024 
.2017 
.2129 
.2832 
.1755 
.2252 
.2624 


$.0335 
.0355 
.0397 
.0410 
.0403 
.0451 
.0515 
.0665 
.0724 
.0553 
.0861 


$.2406 


1911-12 


.2505 


1912-13 


.2894 


1913-14 


.2929 


1914-15 


.2906 


1915-16 


.2967 


1916-17 


.3232 


1917-18 


.4240 


1918-19 


.3029 


1919-20 


.3440 


1920-21 


.4287 







TABLE XLIII— NORTHERN STATE NORMAL SCHOOL- 
DETAILED COSTS 



Year 


111 




Total mem- 
bership reg. 
and summer 


Regular 
year 

recitation 
hours 


Summer 
school 
recitation 
hours 


Total 
recitation 
hrs. reg. and 
summer 


Hi 


III 

ill 


III 


lis 


1910-11 


292 
358 
380 
305 
395 
437 
500 
374 
395 
322 
366 


296 
345 
378 
408 
413 
566 
623 
534 
505 
568 
666 


588 

703 

758 

713 

808 

1,003 

1,123 

908 

900 

890 

1.032 


168,192 
206,208 
218,880 
175,680 
227,520 
251,712 
288,000 
215,424 
227,520 
185,472 
210,816 


28,416 
33,120 
36,288 
39,168 
39,648 
54,336 
59.808 
51,264 
48.480 
54.528 
63,936 


196,608 
239,328 
255,168 
214,848 
267,168 
306,048 
347,808 
266,688 
276,000 
240,000 
274,762 


1 


1 


1 


$.274i 


1911-12 


.2172 


1912-13 








.2400 


1913-14 








.2896 


1914-15 ... 








.2379 


1915-16 








.2385 


1916-17 


$.0290 
.0418 
.0444 
.0630 
.0614 


$.1498 
.2265 
.2360 
.3169 
.3751 


$.0294 
.0656 
.0446 
.0690 
.0663 


.2082 


1917-18 


.3339 


1918-19 .... . . 


.3250 


1919-20 


.4489 


1920-21 


.5028 







' — Detailed coat fccords not available for years 1910 through 1916. 



Survey of Needs 



211 



TABLE XLIV— SALARY DISTRIBUTION— CONSOLIDATION OF FOUR 

NORMAL SCHOOLS 





1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


7000-7499 
















1 


6500-6999 
















1 


6000-6499 














1 
1 
2 

1 

31 
12 
18 
34 
97 
38 
10 

4 


1 


5500-5999 












2 


1 


5000-5499 


1 


1 


1 
1 
1 
1 


1 
1 


2 


1 


4500-4999 


1 


3 


4000-4499 


1 
2 


1 
2 


2 


40 


3500-3999 


8 


3000-3499 


9 
30 
26 
41 

108 
17 
3 


34 
14 
32 
68 
63 
15 
1 


19 


2500-2999 . 


35 

18 
33 
85 
27 
2 


36 
18 
31 
98 
35 
4 


39 
17 
33 
106 
25 
3 


37 
23 
42 
100 
22 
5 


28 


2000-2499 . 


87 


1500-1999 


38 


1000-1499 


22 


500- 999 


9 


0- 499 








Total 


204 


226 


227 


233 


238 


231 


249 


259 






25 Percentile 


1.129.42 


1,089.29 


1.135.61 


1,156.25 


1.182.87 


1.331.35 


1,552.84 


1,944.08 


Median 


1.429.41 


1,377.55 


1,403 30 


1,447.50 


1,458.34 


1,768.39 


1,873.71 


2,347 71 






75 Percentile 


2,166.67 


2,041.66 


2,095.59 


2,125.00 


2,182.69 


2.410.15 


2,604.17 


3 269 74 






25 Percentile 




-40 13 


6.19 


26.83 


53.45 


201.93 


423.42 


814 66 








Median 




-51.86 


-26.11 


18.09 


28.93 


338.98 


444.30 


918 30 








75 Percentile 




-125.01 


-71.08 


-41.67 


16.02 


243.48 


437.50 


1103 07 








25 PercentUe. 




-3.5 


.5 


2.3 


4.7 


17.8 


37.5 


72 1 








Median 




-3.6 


-1.8 


1.3 


2.0 


23.7 


31.1 


64 3 








75 Percentile 




-5.8 


-3.3 


-1.9 


.7 


11.2 


20.2 


50 









212 



State Normal Schools. 



TABLE XLV— SALARY DISTRIBUTION MICHIGAN STATE NORMAL 

COLLEGE 





1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


6001-6500 
















1 


5501-6000 












1 


1 




5001-5500 


1 


1 


1 


1 


1 




4501-5000 








4001-4500 
















17 


3501-4000 














14 
3 
3 

11 
,38 

15 
8 
4 




3001-3500 












12 

5 

7 

30 

22 

11 

1 


9 


2501-3000 


16 
7 
11 
36 
20 
2 


15 
6 
12 
41 
19 
2 


15 
6 

11 

44 

17 

2 


14 
8 
16 
43 
10 
5 


17 
4 
17 
46 
10 
3 


4 


2001-2500 


43 


1501-2000 .... 


12 


1001-1500 


14 


501-1000 


3 


0-500 








Totals 


93 


96 


96 


97 


98 


89 


97 


103 






25 Percentile 


1,017.36 


1,036.59 


1,056.82 


1,107.56 


1,125.00 


1,232.95 


1,408.34 


1 864 58 






Median 


1,340.00 


1,329.27 


1,329.55 


1,389.53 


1,391.30 


1,675.00 


1,782.90 


2 261 63 






75 Percentile 


2,053.57 


1,916.67 


1,909.09 


1,960.94 


1,926.47 


2.196.43 


2,352.27 


3,069.44 




Inc. over 1913-14 25 Per- 




19.23 


39.46 


90.20 


107.64 


215.59 


390.98 


847 22 








Median 




-10.73 


-iO.45 


49.53 


51.30 


335.00 


442.90 


921 63 








75 Percentile 




-136.90 


-144.48 


-92.63 


-127.10 


142.86 


298.70 


1 015 87 








Per cent over 1913-14 25 
Percentile 




1.9 


3.9 


8.8 


10.5 


21.1 


38.3 


S3 3 








Median 




- .8 


- .8 


3.7 


3.8 


25.0 


33.0 


68 7 








75 Percentile 




-6.7 


7.0 


-4.5 


-6.2 


7.0 


14.5 


49 5 









SuEVEY OF Needs 



213 



TABLE XLVI— SALARY DISTRIBUTION WESTERN STATE NORMAL 

SCHOOL 





1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


6500-6999 
















1 


6000-6499 














1 




5500-5999 












1 




5000-5499 










1 






4500-4999 






1 


1 




1 


4000-4499 


1 


1 






1 
9 
4 
7 
8 
28 
10 


11 


3500-3999 










4 


3000-3499 










9 


12 
2 
11 
20 
19 
2 


4 


2500-2999 


8 
5 
8 
21 
5 


8 
5 
5 
27 
12 
2 


10 
4 
8 

31 
5 
1 


12 

3 

12 

27 

9 


8 


2000-2499 


8 
11 
30 

5 


22 


1500-1999 


16 


1000-1499 


7 


500- 999 


3 


100- 499 




















Total. 


48 


60 


60 


64 


64 


67 


68 


77 






25 Percentile 


1.166.67 


1.018.52 


1,145.16 


1,129.63 


1,183.34 


1,388.16 


1,625.00 


1,789.07 


Median 


1,452.37 


1,296.29 


1,387.09 


1.425.93 


1,450.00 


1,812.50 


1,928.58 


2,284.09 






75 Percentile 


2,200.00 


1,900.00 


2,000.00 


2,000.00 


2,125.00 


2,420.45 


2,857.15 


3,218.75 


Inc. over 1913-14 25 Per- 




-148.15 


-21.51 


-37.04 


16.67 


221.49 


458.33 


622.40 








Median 




-156.08 


-65.28 


-26.44 


-2. 37 


360.13 


476.21 


831.22 








75 Percentile 




-300.00 


-200.00 


-200.00 


-75.00 


220.45 


657.15 


1,018.75 








Per cent Inc. over 1913-14 
25 Percentile 




-12.7 


-1.8 


-3.2 


1.3 


18.9 


39.3 


53.4 








Median 




-10.7 


-4.5 


-1.8 


-.2 


24.8 


32.8 


57.2 








75 Percentile 




-13.6 


-9.1 


-9.1 


-3.4 


10.0 


29.9 


46.3 









214 



State Normal Schools 



TABLE XLVII— SALARY DISTRIBUTION CENTRAL MICHIGAN 
NORMAL SCHOOL 





1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


5500-5999 


















5000-5499 














1 




4500-4999 
















4000-4499 










1 


1 


7 
3 


7 


3500-3999 


1 


1 


1 


1 




3000-3499 . 




9 
1 

7 
7 
14 
2 




2500-2999 


8 
3 
6 

19 

1 

(a) 3 


10 
3 
7 

18 
3 


10 
2 
7 

18 
3 


8 
5 
7 
18 
3 


10 

4 
6 

18 
2 




2000-2499 


9 
13 
11 

2 


10 


1500-1999 




1000-1499 




500- 999 .. . 


3 


0- 499 




















Total 


41 


42 


41 


42 


41 


41 


46 


43 






25 Percentile 


1,223.69 


1,208.33 


1,201.39 


1,208.33 


1,229.17 


1,294.65 


1,431.82 


1,875:00 




1,473.68 


1,499.00 


1,486.11 


1,499.00 


1,541.67 


1,821.43 


1,884.62 


2,425.00 




75 Percentile 


2,416.67 


2,525.00 


2,537.50 


2,350.00 


2,537.50 


2,875.00 


2,472.22 


3,541.67 




Increase over 1913-14 25 
Percentile 




-15.36 


-22.30 


-15.36 


5.48 


70.96 


208.13 


651.31 












25.32 


12.43 


25.32 


67.99 


347.75 


410.94 


951.32 












108.33 


120.83 


-66.67 


120.83 


458.33 


55.55 


1.125.00 








Per cent Inc. over 1913-14 
25 Percentile 




-1.2 


-1.8 


-1.2 


.4 


5.7 


17.0 


53.2 








Median 




1.7 


.8 


1.7 


4.5 


23.6 


27.8 


64.6 








75 Percentile 




4.5 


4.9 


-2.7 


4.9 


18.9 


2.3 


46.6 









(a) Not counted in computing medians and quartiles. 



Survey of Needs 



215 



TABLE XLVIII— SALARY DISTRIBUTION NORTHERN STATE 
NORMAL SCHOOL 





1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


7000-7499 
















1 


6500-6999 


















6000-6499 


















5500-5999 



















5000-5499 














1 


1 


4500-4999 












1 


2 


4000-4499 






1 


1 






5 


3500-3999 


1 


1 




1 

2 
8 
6 
18 
2 


1 


3000-3499 








1 
6 
7 
11 
8 


6 


2500-2999 


3 
3 
8 
9 

1 


3 

4 

7 

12 

1 


4 

5 

7 

13 


3 

7 
7 
12 


3 

10 

7 
14 


7 


2UU0-2499 


12 


1500-1999 




1000-1499 




500- 999 


















Totals 


25 


28 


30 


30 


35 


34 


38 


36 


25 Percentile 


1,291.67 


1,250.00 


1,288.47 


1,312.50 


1,312.50 


1,522.73 


1,708.34 


2,333.33 


Median 


1,656.25 


1,571.43 


1,642.86 


1,714.28 


1.750.00 


1,909.00 


1,972.23 


2,857.14 


75 Percentile 


2,125.00 


2,125.00 


2,250.00 


2,250.00 


2,262.50 


2,464.28 


2,656.25 


4,000.00 


Inc. over 1913-14 25 Per- 
centile 




-41.67 


-3.20 


20.83 


20.83 


231.06 


416.67 


1,041.60 












-84.82 


-13.39 


58.03 


93.75 


252.84 


315.98 


1,200.89 








75 Percentile 






125.00 


125.00 


137.50 


339.28 


531.25 


1,876.00 










Per cent Inc. over 1913-14 
25 Percentile 




-3.2 


-.2 


1.6 


1.6 


17.9 


32.3 


80.6 












-5.1 


-.8 


3.5 


5.6 


15.2 


19.0 


72.5 








75 Percentile 






5.9 


5.9 


6.5 


15.9 


25.0 


88 2 











216 



State Normal Schools 



TABLE XLIX- 


-SALARY DISTRIBUTION UNIVERSITY OF MICHIGAN 


Salary Group 


1913-14 


1920-21 


$15 001-J5f> non 




1 


10,001- 


15,000 






1 


9,501- 


10,000 




1 


1 


9,001- 


9,500 






8,501- 


9,000 








8,001- 


8,500 








7,601- 


8,000 








7,001- 


7,500 






6 


6,501- 


7,000 






8 


6,001- 


6,500 






2 


5,501- 


6,000. . . 




* 


13 


5,001- 


5,500 






7 


4,501- 


5,000 




1 
4 
16 
31 
25 
38 
93 
82 
80 


33 


4,001- 


4,500 




32 


3,501- 


4,000 




57 


3,001- 


3,500.. . . 




41 


2,501- 


3,000. 




46 


2,001- 


2,500 




74 


1,501- 


2,000 . . 




106 


1,001- 


1,500 




61 


501- 


1,000... 




97 










Total. . . 


371 


586 






25 Percentile 


1,077.75 


1,405.74 










Median 


1,626.34 


2,195.95 






75 Percentile 


2,305.92 


3,627.19 










Increase 25 Pementilfi 




327.99 












Median 




569.61 








75 Percentile 




1,321.27 












Per cent 


3f Increase 25 P 


ercentile . . 




30 4 










M^dian. 








34.9 








75 Percentile 




57.3 













SuEVEY OP Needs 



217 



TABLE Lr— SALARY DISTRIBUTION MICHIGAN COLLEGE OF MINES 


Salary group 


1913-14 


1914-15 


1915-16 


1916-17 


1917-18 


1918-19 


1919-20 


1920-21 


4501-5000 


1 


1 


1 


1 


1 


1 






4001-4500 




3501-4000 


















3001-3500 










2 

4 

1 

13 


4 
1 
5 
3 
1 


6 
3 




2501-3000 


3 
3 
6 
12 

1 


3 
3 
5 
12 


3 
3 
4 
12 

1 


3 
4 
4 
10 
2 




2001-2500..... 




1501-2000 




1001-1500 




501-1000 


















Total 


26 


24 


24 


24 


21 


15 


19 


17 






25 Percentile 


1,229.17 


1,250.00 


1,208.33 


1,200.00 


1,701.92 


1,958.33 


1,645.83 


2,062.50 




1.500.00 


1,500.00 


1,458.33 


1,500.00 


1,903.84 


2,350.00 


2.062.50 


2,750.00 






75 Percentile 


2,083.33 


2,166.67 


2,166.67 


2,250.00 


2,718.75 


3,156.25 


3,031.25 


3,593.25 


Increase over 1913-14 25 
Percentile 




20.83 


-20.84 


29.17 


472.75 


729.16 


416.66 


833.33 








Median 






-41.67 




403.84 


850.00 


562.50 


1 250 00 












75 Percentile 




83.67 


83.67 


166.67 


635.42 


1,072.92 


947.92 


1,510.42 








Per cent Inc. over 1913-14 
25 Percentile 




1.6 


-1.6 


2.4 


38.4 


59.3 


33.8 


67.8 








Median 






-2.8 




26.9 


56.7 


37.5 


83.3 












75 Percentile 




4.0 


4.0 


8.0 


30.5 


51.5 


45.5 


72.5 









218 



State Normal Schools 



TABLE LT— PER CENT OF MEMBERSHIP BY COURSE OF STUDY 
OVER ACTUAL MEMBERSHIP 





Michigan 


Central 


Northern 


Western 


Average 


Education 


74.8 
83.0 

75.5 
20.9 


34.8 
47.2 

62.2 
5.3 


49.2 
49.2 

38.6 

6.2 

33 6 

19.0 
2.8 
3.6 


81.3 
63.5 

53.9 
17.2 
18.8 

11.8 

4.4 

5.6 

.9 


65.9 


Health. . . 


65 9 


Languages 

English 


61 4 


Foreign 


14 9 


Library Methods ... 


10 5 


Exact Sciences 

Mathematics 


25.2 
5.0 
6.1 
2.7 
5.2 
2.7 


22.7 
2.7 
3.5 

4.8 


19 9 


Physics 


4 1 


Chemistry . . . 


5 1 


Agriculture • 


2 1 


Botany 




2 


Zoology . ... 


2.2 
3.3 






1 4 


Nature Study . 


5.4 
1.2 


2.1 
4.0 
1.3 


2 


Biology 




1 4 


Qual.Anal 




1.8 
1.2 


7 


Heredity 






2 


Elem. Science 




5.8 
10.0 




8 




1.8 
1.2 

33.2 


3.7 


11.0 


6.1 


Astronomy 


5 




30.8 

9.3 
4.0 
3.2 

27.8 
16.8 


23.4 

7.0 
4.8 
5.8 

63.2 
18.0 


62.3 

20.7 
10.5 
11.8 

10.7 
24.9 


39 9 


Vocational 

Commercial 


8.7 


Home Economics 


5.1 
3.5 

20.9 
18.2 


6.5 




6.2 


Fine Arts 


25.3 


Art 


19.9 






Total 


385.2 


287.3 


346.6 


416.7 


371.5 



Survey of Needs 



219 



TABLE LTI— MEMBERSHIP BY COURSE OF STUDY 



Education. 



Health . 



Languages 

English 

Foreign 

Library Methods. 



Exact Sciences 
Mathematics. . 

Physics 

Chemistry. . . . 
Agriculture. . . 

Botany 

Zoology 

Nature Study. 

Biology 

Qual. Anal.... 

Heredity 

Elem. Science. 
Physiology. . . . 
Astronomy... 



Social Sciences. 



Vocational 

Commercial , 

Home Economics. 
Mechanic Arts 



Fine Aits 

Music. 
Art..., 

Total 



Michigan 



972 



,079 



272 



328 
65 
79 
35 
68 
35 



431 



272 
237 



Central 



209 



373 
32 



136 
16 
21 
29 



185 



167 
101 



.724 



Northern 



246 
245 



31 

168 



50 



117 



316 



1.733 



Western 



813 
635 



539 
172 

188 



118 

44 

56 

9 



27 


21 


6 


40 




13 







110 



623 



207 
105 
118 



107 
249 



4,167 



Total 



2,240 
2.242 



2,087 
607 
356 



677 

139 

174 

73 

68 

48 

68 

46 

24 

7 

29 

206 

16 

1.356 



220 
212 



677 



12,632 



220 



State Normal Schools 



TABLE 


LIII— RELIGIOUS AFFILIATION OF STUDENTS 


Religious denomination 


Affiliation 


Attend 
local 
church 


Active 


Y. M. 
C. A. 


Y. W. 
C. A. 


Stud, 
men 


Rel. Org. 
women 


Per cent 
affilia- 
tion 


Methodist 


907 

388 

357 

245 

169 

124 

189 

31 

16 

12 

39 

40 

27 

11 

3 

3 

10 
7 
1 
2 


909 

487 

350 

191 

150 

121 

136 

41 

12 

1 

35 

41 

14 


426 
174 
168 
73 
75 
62 
64 
4 
9 


44 
11 

5 
5 
2 
1 


161 

101 

9 

33 

23 

14 

8 

1 


19 
3 
34 


121 
24 

181 
13 
12 
14 
24 
2 


31 6 


Presbjrterian 


13.4 


Catholic. . 


12 4 




8.5 


Baptist 


3 

2 
8 


5.9 




4 3 




6 6 


Christian Science 


1 1 






1 


6 


Christian Reformed 




1 
5 
12 
2 
2 








22 
30 

8 


4 
5 

1 
2 




1 
1 


1 4 


Church of Christ 

Evangelical 


1 




United Brethren 






Church of God 












Univeraalist 
















Jewish. . . 


3 

1 


2 








1 


3 


Disciple... 


1 




1 


2 


Latter Day Saints . . 








03 


Seventh Day Adventists. 


2 

1 


1 




1 




1 


07 










Mennonite . . . 


1 
1 
1 
2 
1 
283 
8 












03 


Moravian.. . . 


1 


1 










03 


Friends 










.03 


Apostle. . 


1 












07 


Greek Orthodox 












03 


No church 






1 


7 




1 


9 9 


Unclassified 








2 


















Total 


2,878 


2,497 








63 


406 


100 












No information 


88 








Total 


2,966 









Survey of Needs 221 

TABLE LIV— WEEKLY RENTAL OF ROOMS— NUMBER IN ROOMS 



Cost per 


Single room 


Suite 


Room 


Board 


Total 


Percent 


week 


1 


2 


3 


1 


2 


3 


4 


5 


1 


2 




$1.00 '. . 


6 

5 
18 

8 
72 
11 
80 

5 
111 

5 
30 


16 
15 
79 
53 

311 
92 

475 
56 

137 

5 

26 


1 






1 










24 

21 

102 

67 

455 

147 

764 

91 

330 

16 

66 

11 

107 


1.0 


1.25 














.8 


1 50 




5 

5 

51 

33 

155 

20 

43 

3 

9 

11 

17 












4 


1.75 






15 
5 

44 
8 

37 
2 

1 


1 
1 
5 
4 
1 
1 








2.7 


2 00 


2 


3 








18 


2 25 


1 

1 






5.8 


2 50 


1 
1 


4 

1 
1 






30 


2 75 






3.6 


3 00 








13.1 


3 25 








.6 


3.50 










2.6 


3 75 














.4 


4 00 


59 


27 




4 












4.2 


4 25 














4.50 


4 


4 






1 












9 
4 

45 
1 
1 


.4 


4 75 






1 






3 
2 


3 


.2 


5 00 


10 

1 


9 




7 


13 


1 




1.8 


5.25 


.05 


5 50 







1 














.05 


5 75 






















6 00 


3 


8 




5 


2 


2 






1 


4 


25 


1.0 


6.25 








6 50 


2 






4 


5 








2 


4 


17 


.7 


6 75 . . . 














7 00 


3 








4 


1 






1 




9 


.4 


7.50 . . . 














8 00 


























8.50. 


1 






1 


5 












7 


.3 




















Total . 


434 
52 
41 


1,313 
21 
12 


6 


31 

7 
4 


382 
6 
3 


117 


14 


2 


9 


11 
3 
3 


2,319 
89 
121 




Not stated 


3.5 


Work 








58 


4.8 












Total 


527 


1,346 


6 


42 


391 


117 


14 


2 


67 


17 


2,529 


100. 







Cases tested 2 ,529 

Living at home 372 

No information 65 

2,966 



TABLE LV— SOCIAL SURVEY OF STATE NORMAL SCHOOLS- 
CLOTHES EXPENSES 



$60 


$75 

124 
12.8 


$90 

88 
9.1 


$105 


$120 


$135 


$150 


$165 


$180 


$195 


$210 


$225 


$240 


$255 


$270 


$286 


$300 
and 
over 


Total 


No 
informa- 
tion 


Total 


148 
15.2 


112 
11.6 


22 
2.3 


32 
3.3 


134 
13.7 


15 
1.6 


16 
1.7 


27 
2.8 


69 
7.1 


32 
3.3 


10 
1.0 


54 
5.6 


29 
3.0 


18 
1.9 


39 
4.0 


969 
100.0 


262 


1,231 






































Median $113.18 



222 



State Normal Schools 



O 

o 

W 

o 

o 

eg 

o« 

WP5 

t)pQ 

I— I 

o 
o 





198.51 


3 


S 


is 

■l2 


s 


1 


o 
§1 


1s3 


00 


i 


CO 




C<1 


o 


05 




ooo 


o 


Its 
00 00 




00 


g 

s 




2 
S 







n 


o* 


1 




























S 








cq 




1 


^ 




H 


,_( 
















^■^ 


s 




•o a 






■-^^ 












3 


s5 










H 






o 


c^ 




S 


-* .-H 




•<*< 


<M_ 




SS 


•* — < 






CO 






t— <M 




^ 






(M 


">*< 




S 


S" 














































6© 


'^ 


:zi 


;?; 


CO 

CO 


o 












H 


?2 


o 


-^ 






w 


M 


CO 


« 


^ 


^ ^ 








i 


CO 


1 




"*. 


l-H 

!> 








(M 




00 


hJ 


S 


o 


H 




c^ 


h-1 


^ 


;^s 










o 


Eh 


^ 


^5"^ 










^ 






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T}< 
















^ 












Cfl 


O rH 




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•<*< .-( 






















<^ 








o 




,_! 


lo 00 






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g 


^ ^ 






OS 




g 


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in 














































Q 










CJ 


















s 


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"h 


^ a 




^, 


-3 S 




a 


^ 


1^ 


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a 




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TS 


Tt< 






S 




,_, 










■«*< 


Eh 


oH 


C 




1 o 




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o a 




^fe 








__ 


o 


ca 




o 


2g 


H 




=a t- 


CO 


is 


l^~ CO 












lO 










t^ 


-rt< 


-< (M 


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05 






















^ 


^"= 




o> 












■<* 




CO 






^ 












Si 






«o 


CO 


(^ 














CO 










o 






CO 






CO 














e& 






CO 






M 






>o 




>o 
















■<t> 










6% 
















^ 






05 












c^ 




00 


03 


— 1 a> 




»-i 




lO 


^ 


go> 








■* 


H 


OS o 








(M 


u 


a> CO 

t^ CO 






m 
























o 








O 








c 


















ii 










1 


a 




"§ 


3 • 


QJ 


^ 03 










W 


E^ ' 


f£ 


1 





a 


or. 


1 




a 


(M 










13 


OO 




;^ 


^ 




„^ 














■^ 




H 


i-H 




s 












c-.;3 






o a 






Zf; 














o 




^ 


So- 










H 








o 






00 




s© 








00 




^ 


o 




OO 


CO 




^ 


s^ 




Cfl 


CO 




s 


s-^ 






iO 
















«(* 








OO 
















^ 








CO 


O 


s 


r- n- 


:^ 








CO 


1— I 




h-i 






> 








o 








CO 




CO 


en 
1 


g 


00 


1 


i 




^ 


















in 




w 






t-4 




CO 


^ 


^ 


t^ o 






p 




00 




z 


§^ 






■«*< 










u 


s*- 
















CO 






«& 








■^ 


















(M 
















m 








t^ 












•-I 00 




«® 








CO 




^ 


CO CO 






OS 




^ 


•>*< 00 




m 










^ 






























o 










O 










d 






















M 






S 


^ 














"§ 
a 


^ a 




W 


^ 


<^ 


1 



Survey of Needs 
TABLE LX— RANGE OF BOARD AND ROOM PRICES 



223 



College 


Range of 
board prices 


Range of 
room prices 


Michigan State 


$4 to $8 
S4 to S8 
$4 to $8 
$4 to $8 


$1 to $8.00 


Western State 


$1 to $6.50 


Central Normal 


$1 to $7.00 


Northern State 


$1 to $6.00 









TABLE LXI— SUGGESTED DISTRIBUTION 


OF CLASSES BY SIZE 




25 Percentile 


Median 


75 Percentile 


Education ... ... 


20 
30 
20 
15 
20 
15 
15 


30 
60 
25 
25 
30 
20 
25 


35 


Health 


90 


Languages . . . 


30 


Exact Sciences 


30 


Social Sciences .. . 


40 


Vocational .. 


25 


Fine Arts, . 


35 






Total . . 


20 


30 


35 







TABLE LXII— RESIGNATIONS OF DETROIT TEACHERS BY YEARS 



Year 


Resignations 


Total No. of teachers 


Per cent of resignations 




Men 


Women 


Total 


Men 


Women 


Total 


Men 


Women 


Total 


1914-15 


8 
9 

12 
36 
19 
50 
23 


111 
133 
148 
135 
125 
338 
174 


119 
142 
160 
171 
144 
388 
197 


239 
293 
338 
347 
433 
498 
540 


1,898 
2,i03 
2,3i2 
2,671 
3,130 
3,252 
3,543 


1,235 
2,396 
2,650 
3,018 
3,563 
3,750 
4,083 


3.3 
3.1 
3.5 

10.3 
4.4 

10.0 
4.3 


5.9 
6.3 
6.4 
5.0 
4.0 
10.4 
4.9 


5 6 


.915-16 


5 9 


1916-17 


6 


1917-18 


5 7 


i9l8-19 


4 1 


1919-20 


10 3 


1920-21 


4 8 







TABLE LXIII— INCREASE IN TOTAL POPULATION 
STATE OF MICHIGAN 



Year 


Total population 


Increase 


Per cent increase 


1870 .... 


1,184,059 
1.636.937 
2,093,890 
2,420,982 
2.810,173 
3.634.819 






1880 


452,878 

909,831 

1,236,923 

1,626,114 

2,450,760 


38 3 


1890 


76.8 


1900 


104 5 


1910 


137 3 


1920 


206 9 







224 



State Normal Schools 



TABLE LXIV— SCHOOL POPULATION AND SCHOOL ATTENDANCE 
PROPORTION TO TOTAL POPULATION 



Year 


Total population 


School population 


Attending 
school 


Per cent 
school pop. 
of total pop. 


Per cent 

school pop. 

attending 

school 


1870 


1,184.059 
1,636,937 
2,093,890 
2,420,982 
2,810, i73 
3,634,819 


384,5541 
606,221 
703,684 
790,275 
854,710 
1,048,390 


278,6861 

381,410 

480,743 

539,739 

558,126 

753,326 


32.5 
30.9 
33.6 
32.6 
30.4 
28.8 


72 5 


1880 


75 3 


1890 


68 3 


1900 


68 3 


1910 


65 3 


1920 


71 9 







ilncludes ages of 5 to 18 only. 

TABLE LXV— INCREASE IN SCHOOL POPULATION 



Year 


School population 


Increase 


Per cent increase 


1870 


384,554 
506,221 
703,684 
790,275 
854,710 
1,048,390 


121.667 
319,130 
405,721 
470.156 
663,836 




1880 


31.6 


1890 


83 


1900 . . 


105 5 


1910 


i22 3 


1920 


172 6 







TABLE LXVT— INCREASE IN SCHOOL ATTENDANCE 



Year 


Number attending school 


Increase 


Per cent 


1870 


278,686 
381,410 
480,743 
539,739 
558,126 
753,326 


102,724 
202,057 
261,053 
279,440 
474,640 




1880 


36.9 


1890 


72.5 


1900 


93.7 


1910 


100.3 


1920 


170.3 







TABLE LXVII— PUPIL-TEACHER RATIO 



Year 


Number public 
school teachers 


Public school 
attendance 


Number pupils 
per teacher 


1911-12 


18,824 
21,090 
21,401 
22.050 
22,710 
23,969 
25.442 
25,708 
26,840 
36,556 


555,137 
572,201 
581,351 
598,159 
620,861 
635,020 
655,941 
655.941 
662,521 
863,892 


29.5 


1912-13 


27.1 


1913-14 


27.2 


1914-15 


27.1 


1915-16 


27.3 


1916-17 


26.5 


1917-18 


25.8 


1918-19 


25.5 


191&-20 


24.7 


1920-211 


25.0 







^Estimated. 



Survey of Needs 225 

TABLE LXVIII— CLASSIFICATION OF TEACHERS BY SEX 



Year 


Teachers 


Per cent 




Men 


Women 


Total 


Men 


Women 


1911-12 


2,708 
3,387 
3,276 
3,406 
3,558 
3,745 
3,772 
3,122 
3,635 


16,116 
17,703 
18,125 
18,644 
19,152 
20,224 
21,670 
22.586 
23.205 


18,824 
21,090 
21.401 
22,050 
22,710 
23.969 
25,442 
25,708 
26,840 


14.4 
16.1 
15.3 
15.5 
15.7 
15.6 
14.8 
12.1 
13.5 


85.6 


1912-13 


83.9 


1913-14 


84.7 


1914-15 .. 


84.5 


1915-16 


84.3 


1916-17 


84.4 


1917-18 .. 


85.2 


1918-19 


87.9 


1919-20 


86.5 







TABLE LXIX— STATE POPULATION 


AND 


SCHOOL ATTENDANCE 


The State 


1 

—School population 




2 

The State— Attending school 


Age period 


1910 


1920 


Increase 


% Inc. 


1910 


1920 


Increase 


% Inc. 


5-20 years inc 


854,710 
432.406 
422,304 


1,048,390 
531,150 
517,240 


193,680 
98,744 
94,936 


22.66 
22.84 
22.48 


558,126 
280,362 
277.764 


710,341 
357,005 
353,336 


152.215 
76.643 
75.672 


27 27 


Male. 


27 33 


Female 


27.21 
























5 and 6 years 


115,018 
366,556 
101,488 
108,173 
163,475 


154,646 
477.976 
119,811 
119,423 
176.534 


39,628 
111.420 
18,323 
11,250 
13,059 


34.45 
30.39 
18.05 
10.40 
7.99 


57.821 
345.005 
85.713 
47,279 
22,308 


84,176 
453,652 
103,747 
47,055 
21,711 


26,355 

108,647 

18.034 

-224 

-597 


45 58 


7 to 13 years . . 


31 49 


14 and 15 years 


21 04 


16 and 17 years 


- 47 


18 to 20 years . 


-2 68 






Urban population 




















49.576 
155,368 
177,191 


89,073 
258,639 
246,034 


39,497 
103,271 
68,843 


79.67 

66.47 
38.85 

.20 

3.86 

-13.38 


25,643 
145.545 
03,240 

32,178 
199,460 
92,060 


50,389 

246,405 

94,118 


24,746 
100.860 
30,878 


96 50 


7 to 13 years 


69 29 


14 to 20 years 


48,83 






Riu-al population 












5 and 6 years 


65,442 
211,188 
195.945 


65,573 
219,337 
169,734 


131 

8,149 

-26,211 


33,787 

207,247 

78,395 


1,609 
7,787 
-13.665 


5 00 


7 to 13 years . 


3 90 


14 to 20 years 


-14.84 







TABLE LXX— RECITATION PERIODS PER WEEK 



Periods per wk. 


Michigan 


Western 


Central 


Northern 


Total 


Per cent 


1 


1 


5 


2 


1 


9 


1.7 


2 


1 


5 




6 


12 


2.3 


3 




42 






42 


8.0 


4 


199 


113 


68 


56 


436 


82.7 


5 




14 


14 




28 


5.3 


Total 


201 


179 


84 


63 


527 


100.0 




38.2 


33.9 


15.9 


12. 


100. 





226 



State Nobmal Schools 



TABLE LXXI— APPROPRIATIONS AND EXPENDITURES MICHIGAN 
STATE NORMAL COLLEGE 



Year 


Maintenance 
appropriations 


Increase 


Per cent 
of increase 


Maintenance 
expenditures 


Increase 


Per cent 
of increase 


1910-11 


$145,000.00 
165,000.00 
165,000.00 
185,000.00 
185,000.00 
200,000.00 
200,000.00 
235,000.00 
228,000.00 
301,731.41 
301,581.41 




13.8 

12.1 

8.1 

17.5 
-2.9 
32.3 
-.05 


$170,104.85 
188,546.24 
205,322.86 
218,048.25 
229,024.05 
235,673.63 
239,644.25 
280,099.64 
263,127.35 
329,252.42 
426,256.78 






1911-12 


20,000.00 


18,441.39 

16,766.62 

12,725.39 

10,975.80 

6,649.58 

3,970.62 

40,455.39 

-16,972.29 

66,125.07 

97,004.36 


10 8 


1912-13 


8 9 


1913-14 


20,0000.0 


6 2 


1914-15 


5.0 


1915-16 


15,000.00 


2.9 


1916-17 


1 7 


1917-18 


35,000.00 

-7,000.00 

73,731.41 

-150.00 


16 9 


1918-19 


6.0 


1919-20 


25.1 


1920-21 


29.5 







TABLE LXXII- 



-APPROPRIATIONS AND EXPENDITURES WESTERN 
STATE NORMAL SCHOOL 



Year 


Maintenance 
appropriations 


Increase 


Per cent 
of increase 


Maintenance 
expenditures 


Increase 


Per cent 
of increase 


1911-12 


$85,000.00 
85,000.00 
110,000.00 
110,000.00 
130,000.00 
135,000.00 
170,000.00 
170,000.00 
245,500.00 
255,500.00 




29.4 

18.2 

3.8 

25.9 

44.4 
4.1 


$91,441.00 
98,664.75 
122,391.79 
125,584.40 
147,502.25 
154,956.34 
189,293.96 
' 196,072.12 
245,500.00 
255,500.00 






1912-13 




$7,223.75 
23.727.04 

3,192.61 
21,917.85 

7,454.09 
34,337.62 

6,778.16 
49,427.88 
10,000.00 


7.9 


1913-14 


$25,000.00 


24.0 


1914-15 


2.6 


1915-16 


20,000.00 

5,000.00 

35,000.00 


17.4 


1916-17 


5.1 


1917-18 


22.2 


1918-19 


3.6 


1919-20 


75,500.00 
10,000.00 


25.2 


1920-21 


4.1 







TABLE LXXIII— APPROPRIATIONS AND EXPENDITURES CENTRAL 
MICHIGAN NORMAL SCHOOL 



Year 


Maintenance 
appropriations 


Increase 


Per cent 
of increase 


Maintenance 
expenditures 


Increase 


Per cent 
of increase 


1910-11 


$75,000.00 
80,000.00 
80,000.00 
90,000.00 
90,000.00 
95,000.00 
95,000.00 
103,000.00 
103,000.00 
132,680.00 
167,463.00 




6.6 

12.5 

5.5 

8.4 

28.8 
26.2 


$80,271.15 
85,566.17 
88,145,61 
97,553.29 
97,513.98 
103,262.10 
105,093.09 
109,880.29 
123,003.14 
130,601.12 
175,361.18 






1911-12 


$5,000.00 


$5,295.02 
2,579.44 
9,407.68 
39.31 
5,748.12 
1,830.99 
4,787.20 

13,122.85 
7,597.98 

44,760.06 


6.6 


1912-13 


3.0 


1913-14 


10,000.00 


10.7 


1914-15 


-.04 


1915-16 


5,000.00 


5.9 


1916-17 


1.8 


1917-18 


8,000.00 


4.5 


1918-19 


11.9 


1919-20 


29,680.00 
34,783.00 


6.2 


1920-21 


34.3 







SuBVEY OF Needs 



227 



TABLE LXXIV— APPROPRIATIONS AND EXPENDITURES 
NORTHERN STATE NORMAL SCHOOL 



Year 


Maintenance 
appropriations 


Increase 


Per cent 
of increase 


Maintenance 
expenditures 


Increase 


Per cent 
of increase 


1910-11 


$50,000.00 

55,000.00 

55,000.00 

56,430.00 

56,430.00 

64,500.00 

64,500.00 

. 84,000.00 

84,000.00 

109,180.87 

109,180.87 




10.0 

2.6 
14.3 
30.2 
29.9 


$52,882.97 
57,056.03 
58,366.49 
60,801.20 
61,986.30 
72,133.94 
72,385.37 
89,064.71 
89,721.59 
107,747.14 
138,163.25 






1911-12 


$5,000.00 


$4,173.06 
1,310.46 
2,434.71 
1,185.10 

10,147.64 
251.43 

16,679.34 
656.88 

18,025.55 

30,416.11 


7.9 


1912-13 


2.3 


1913-14 


1,430.00 


4.2 


1914-15 


1.9 


1915-16 


8,070.00 


16.4 


1916-17 


.3 


1917-18 


19,500.00 


23.0 


1918-19 


.7 


1919-20 


25,180.87 


20.1 


1920-21. 


28 2 









TABLE LXXV— GRADUATES-DETROIT TEACHERS COLLEGE 



Year 


Number 
graduates 


Increase 
over 1910 


Per cent 

increase over 

1910 


1910. 


50 

52 

69 

70 

56 

31 

53 

64 

176 

130 

144 

191 


2 
19 
20 
6 
-19 
3 

14 
126 
80 
94 
141 




1911. 


4 


1912.. 


38 


1913. . 


40 


1914 ... 


12 


1915 


-38.0 


1916 


6 


1917 


28 


1918 


252 


1919 


160 


1920 


188 


1921 


282 







TABLE LXXVI— TEACHER GRADUATES MICHIGAN AGRI- 
CULTURAL COLLEGE BY YEARS 



Year 


Women 


Men 


Total 


Increase 
over 1910 


Per cent of 
increase 


1910 


17 
24 
29 
32 
50 
42 
60 
53 
55 
59 
65 
42 


9 
9 
42 
50 
63 
93 
98 
116 
44 
20 
61 
45 


27 

33 

71 

82 

113 

135 

158 

, 169 

99 

79 

126 

87 


6 
44 
65 
86 
108 
131 
142 
72 
52 
99 
60 




1911 


22 2 


1912 


163.0 
203 7 


1913 


1914 


318 6 


1915 


400.0 
485 2 


1916 


1917 


525 9 


1918 


266 7 


1919 


192 6 


1920. . 


366.7 
222 3 


1921. 







228 State Normal Schools 

TABLE LXXVII— UNIVERSITY OF MICHIGAN GRADUATES BY YEARS 



Year 


Men 


Women 


Total 


Increase 
over 1911 


Per cent 
of increase 


1910 


20 
33 
23 
30 
37 
56 
79 
58 
36 
18 
29 


107 
112 
114 
112 
131 
165 
147 
182 
202 
162 
160 


127 
145 
137 
142 
168 
221 
226 
240 
238 
180 
189 
200 


18 
10 
15 
41 
94 
99 
113 
111 
53 
62 




1911 


14,2 


1912 


7.9 


1913 


11 8 


1914 


32.3 


1915 


74.0 


1916 


77.9 


1917 


89.0 


1918 


87.4 


1919 


41.7 


1920 


48.9 


1921 








Total 


419 


1,594 


2,213 







TABLE LXXVIII— 


GRADUATES 


—STATE 


NORMAL SCHOOLS 












Non H. S. 




Increase 


Per cent 




lyr. 


2yr. 


3yr. 


4yr. 


Grads. 


Total 


over 1911 


increase over 


















1911 


1910-111... 


104 


634 


32 


4 


56 


830 






1911-12.... 


247 


868 


32 


7 


103 


1,257 


427 


51.4 


1912-13.... 


241 


. 1.011 


35 


11 


94 


1,392 


562 


67.8 


1913-14. . . . 


208 


1,094 


38 


15 


62 


1,417 


587 


70.7 


1914-15.... 


206 


1,151 


62 


16 


81 


1,516 


686 


82.7 


1915-16.... 


197 


1,237 


89 


15 


65 


1,603 


773 


93.1 


1916-17.... 


193 


1,437 


85 


18 


67 


1,800 


970 


116.9 


1917-18.... 


176 


1,386 


82 


15 


50 


1,709 


879 


105.9 


1918-19.... 


127 


1,100 


55 


33 


34 


1,349 


619 


62.5 


1919-20. . . . 


150 


1,033 


25 


47 


20 


1,275 


445 


53.6 


1920-21.... 


170 


993 




66 


23 


1,252 


422 


50.9 


Total 


2,019 


11,944 


535 


247 


655 


15,400 






% Distri- 


















bution. . . 


13.1 


77.5 


3.5 


1.6 


4.3 


100 







11910-11 does not include Western Normal. 

TABLE LXXIX— PROPORTION OF TEACHERS BY INSTITUTION 



Year 


University 
of Michigan 


State Normal 
Schools 


IJI 


Michigan 

Agricultural 

CoUege 


1910-11 


13.7 

8.9 

8.4 

9.6 

11.6 

11.1 

10.6 

10.7 

10.4 

10.9 

11.6 


78.3 
82.0 
82.5 
80.8 
79.7 
78.5 
79.2 
76.9 
77.5 
73.5 
72.4 


4.9 
4.5 
4.2 
3.2 
1.6 
2.6 
2.8 
7.9 
7.5 
8.3 
11.0 


3 1 


1911-12 


4 6 


1912-13 

1913-14. . . 


4.9 
4 


1914-15 




1915-16 ^ 


7 8 


1916-17 


7 4 


1917-18 


4 5 


1918-19 


4 6 


1919-20 


7 3 


1920-21 : 


5 






Total 


10.6 
12.0 


78.2 
72.0 


5.3 
11.0 


5 9 


Estimated 1930 


5.0 



SuBVEY OF Needs 



229 



TABLE LXXX— DISTRIBUTION OF STUDENTS FROM UPPER AND 
LOWER PENINSULAS IN THE FOUR STATE NORMALS 



Year 


Peninsula 


Michi- 
gan 


Wes- 
tern 


Cen- 
tral 


North- 
ern 


Total 


Mich- 
igan 


Wes- 
tern 


Cen- 
tral 


North- 
em 


To- 
tal 


lQlfi-17 


Upper 


160 


35 


6 


485 


686 


23.3 


5.1 


.9 


70,7 


100 




Lower 


1,536 


847 


496 


7 


2,886 


53.2 


29.4 
4.1 


17.2 
.6 


.2 
71.5 


100 


1917-18 


Upper 


123 


21 


3 


369 


516 


23.8 


ion 








Lower 


1,135 


708 


333 


3 


2,179 


52.1 


32.5 


15.3 


.1 


100 


1918-19 


Upper 


75 


47 


7 


388 


517 


14.5 


9.1 


1.4 


75.0 


100 








Lower 


874 
83 


909 


543 
3 


7 
315 


2,333 


37.5 


38.9 


23.3 


.3 

72.9 

.1 


100 


1919-20 


Upper 


31 


432 


19.2 


7.2 


.7 


mo 








Lower 


909 


746 


418 


3 


2,076 


43.9 


35.9 
11.8 


20.1 

.8 


100 


1920-21 


Upper 


61 


57 


4 


363 


485 


12.6 


747" 


100 








Lower 


1,004 
75 


938 


483 


3 


2,428 


41.4 


38.6 
9.0 


19.9 


.1 

78.1 


100 


1921-22 


Upper 


55 


4 


479 


613 


12.2 


100 








Lower 


1,373 


1,211 


628 


10 


3,222 


42.6 


37.6 


19.5 


.3 


100 


Total 


Upper 


577 


246 


27 


2,399 


3,249 


17.8 


7.6 


.8 


73.8 


100 








Lower 


6,831 


5,359 


2,901 
7 


33 


15,124 
1,036 


45.2 


35.4 


19.2 


.2 


100 


STimmpr 1«21 


Upper 


39 


16 


974 


3.8 


1.5 


.7 


94.0 
2.0 


100 








Lower 


1,886 


1,530 


1,289 


94 


4,799 


39.2 


31.9 


26.9 


100 



























230 



State Normal Schools 



1 


$20.06 


1 




I 


»o 


3 

o 


28 

CO 


1 

■XI 

1 


g2 


o 


o 


S 




oo 


o 


^ 




s 


g~ 



•1 


$78.80 


1 


g 





CO 


1 


si. 


a 

g 


■^ --j* 


CO 


g- 


§ 

^ 


O 




I2 


^ 


00 








"5 

e<5 y-i 




S5« 



c8 
1 


is 


•a §3 


«o 

t^ CO 

CO 




00 
00 r-I 




2 '-' 


■■4H 


;5^' 


-^ 


CO 
?5 ^" 


5 


coco- 


^ 




CO 




^ 








?? 




g 

cc 


00 
00- 


^ 


CO 


g 
?5 


CO 

CO 


?5 




o 


o 


^ 


^^ 


g 


^- 


C<J 


00 
00 ^ 




00 

go 


s »: 




CO 
CO 1-4 


■jo 


o 




'^. 


ca 


3 ^ 


o 


^«^ 


05 


CO 


s 

t^ 


CO 
CO 


«o 


^•^" 


g 


^^ 


CO 


CO 
CO « 


°. 


CO 

CO -H 



o « <" 



Survey of Needs 



231 



TABLE LXXXIV— CENTRAL MICHIGAN NORMAL SCHOOL- 
STATEMENT OF FEES 



Description 


Amount 


Annual, 
quarterly 


Total 
revenue 
1920-21 


Disbursed 

by State or 

at college 


By whom 
authorized 


Purpose for 

which 
expended 


Athletic and Lecture^ 


?2.00 

to 
S2.50 


Quarterly 


$5,425.00 


College 


State Board 
of Educa- 
tion 


Athletic 
and 




lectures 




$7.50 


For 
each 
course 


$2,385.00 


College 


State Board 
of Educa- 
tion 


Paid to 
indindual 




instructors 


Diploma and Certificate 2 


$2.00 

to 
S3. 00 


At 
gradua- 
tion 


$584.00 


State 


State Board 
of Educa- 
tion 


Turned into 
general fund 




of state 


Extension 


$7.50 


For 
each 
course 


$K5fi5.00 


CoUege 


State Board 
of Educa- 
tion 


Paid to 
individual 




instructors 




$0.50 

to 
$1.00 


Quarterly 


$511.25 


State 


State Board 
of Educa- 
tion 


Turned into 
general fund of 
state 






$0.25 


Quarterly 


$303.00 


College 


State Board 
of Educa- 
tion 


Athletics 






Tuition* 


$3.50 

to 
$5.00 


For 
each 
course 


$9,113.00 


State 


State Board 
of Educa- 
tion 


Turned into 
ffpneral fund of 




state 



1 Fall, winter and spring — $2.50 per term 
Summer 2.00 per term 

2 Life Certificates— $3.00 

Rural and Limited Certificates — $2.00 

» Chemistry— Per term $1.00 
Physics " " .50 

Botany " " .50 

Zoology " " .50 

Manual Arts " " 1.00 
Industrial Arts " 1.00 

* Fall, winter and spring — $5.00 per term 
Summer 3.00 " " 



232 



State Normal Schools 



TABLE LXXXV— WESTERN STATE 
STATEMENT OF 


NORMAL SCHOOL- 
FEES 


Description 


Amount 


Annual, 
quarterly 


Total revenue 
1920-21 


Disbursed by 

state or at 

college 


Purpose 
for which 
expended 


Tuition . 


$10.00 


Quarterly 


$ 430.00 


State 


To statp funds 






Tuitioni 


'6.00 


" 


6,198.001 


" 


•> » » 






Tuition 


5.00 


" 


9,605.00 


" 


» » » 






Tuition 


4.00 


" 


4,048.00 


" 


» It t> 






Tuition 


3.00 


" 


54.00 


'• 


„ „ 








2.50 




77.50 


" . 


., .. 






Diploma 


3.00 


Annual 


858.00 


•• 


., » 






Diploma 


2.00 


•' 


176.00 


•• 


„ „ 






Laboratory 


.50 
1.00 
2.00 
3.00 


Quarterly 


1.985.00 




)> i> » 






Athletics* 




Quarterly 


7,497.00 


College 


Ath. expenses 






Extendon 


7.50 
10.00 


Semi Annually 


15,165.00 


" 


Extension 


« 


work 



$1,093.00 was deducted from this amount in the winter term, 1921, and deposited in our Athletic Fees Fund with the 
following explanation: For the Fall Term, 1920, we remitted tuition fees at the rate of $6.00 instead of $5.00, as recom- 
mended by the State Board of Education in October, 1920. 

2 An athletic fee of $2.50 is collected from each student in the Fall, Winter and Spring Terms. In the summer term the 
student athletic fee is $2.00. 



TABLE LXXXVL 


—MICHIGAN STATE NORMAL COLLEGE- 
STATEMENT OF FEES 


Description 


Amount 


Annual, 
quarterly 


Total 
revenue, 
1920-21 


Disbursed 
by state or 
at college 


By whom 
authorized 


Purpose for 
expended 
for which 


Tuition 


$3-5 
$5-101 


Quarterly 


$22,912.88 


By state 


State Board of 
Education 


Goes to funds 




of state 




$1.00 to 
$3.00 


At 
graduation 


1,961.00 


»i » 


., .. 


II t» 






Laboratory fees 


«0.25 

to $2.00 


Quarterly 


1,064.25 


.. .. 


„ „ 


ft i» 






General fees 


$1.00 to 
$3,001 


Quarterly 


10,169.50 


.. .. 


•f 


Athletics, leo- 
tures, music,etc. 






Extension 


$7.50 to 
$10.00 


Quarterly 


5,247.50 


,. .. 


II >• 


Pay 
instructors 






Correspondence 


$7.50 to 
$10.00 


Quarterly 


3,630.00 


„ „ 


.. 


„ „ 







1— Summer term. 



Survey of Needs 



233 



TABLE LXXXVII— NORTHERN STATE NORMAL SCHOOIx— 
STATEMENT OF FEES 



Description 



Tuition: 

Sununer term 

Summer term 

Regular term (resident) . 

Absentia 

Absentia 



Diplo 



A.B. 

life 

Graded school. 
Roral 



Laboratory: 
Chemistry. 
Physics. . . 
Cooking. . . 
Cooking. . . 
Sewng.... 
Sewing. . . . 
Woodwork. 
Woodwork. 
Drafting. . , 
Drafting. . 



Total. 



Amount 



71 
927 
937 

10 
102 



2 

139 

39 

4 



Annual, 
quarterly 
per term 



$4.00 
3.00 
5.00 
7.00 
5.00 



3.00 
3.00 
2.00 
2.00 



1.00 
.50 
1.00 
2.00 
1.00 
2.00 
1.00 
2.00 
.50 
1.00 



Total 
revenue 
1920-21 



$284.00 

2,781.00 

4.685.00 

70.00 

510.00 



6.00 

417.00 

78.00 

8.00 



70.00 

19.50 

6.00 

116.00 

13.00 

60.00 

3.00 

128.00 

.50 

74.00 



Disbursed 
by state or 
at college 



$9,329.00 



By whom 
authorized 



Purpose 
for which 
expended 



Contingent: .... 

Summer 

Summer 

Regular term. 
Absentia 



Total 

Expended during i 



71 
927 
933 
102 



$1.00 
2.00 
2.50 
2.50 



$71.00 
1,854.00 
2,332.50 

255.00 



period. 



$4,512.50 
2,654.34 



Disbursed 

at 

college 



James 

i. Kaye, 

Pres. 



General student 
entertainment 
and advance- 
ment: athletics; 
school paper; 
lectures and 
iQtertainments 
for students. 



234 



State Normal Schools 




Survey of Needs 



235 




23G State Normal Schools 



Purpose and Limitations of Survey 

In making a complete survey of any educational institution the problem should 
be approached in the following way:i 

Part I. A social survey to determine the need the institution is to fill, and the 
probable rate of development of that need. 

Part II. A pupil survey to determine as completely as possible the material to 
be acted upon. 

Part III. An organization survey to determine the adequacy of planning. 

Part IV. A building and ground survey to determine how adequately the build- 
ings are adjusted to functions. 

Part V. An operation survey to determine the efficiency of operation. 

Each of these surveys must aim to accomplish three things: 

1. Secure the facts and formulate the ideal or ultimate in terms of these facts. 

2. Determine what is actually being done and appraise it in terms of the ideal. 

3. Suggest the changes necessary to bring about a closer approximation to the 
ideal. 

The primary purpose of the present survey of the Michigan state normal schools 
(undertaken at the request of the State Board of Education) is to establish uniform 
accounting, uniform organization, uniform budget procedure and to determine the 
needs of the state for teacher training for a period of years so that a definite and 
continuing policy might be developed. It is therefore necessary to pass over 
several of the other divisions lightly. The specific program required to secure these 
results was as follows: 

Part I 

A Definition of function and scope of institution, 
a Sources of Students. 

A study of enrollment in relation to the place from which students come 

for a period of five years, 
b Destination of Students. 

A study of placements of students for a period of five years. 
B Possibilities of growth. 

a A study of enrollments for the preceding ten year period, 
b A study of graduates for the preceding ten year period, 
c The probable rate of growth based upon 

1 . Past enrollment. 

2. Salary conditions. 

3. Demand for teachers. 

4 . Possibilities of promotion. 

Part II 

A A study of housing and living conditions with relation to 

1. Physical status. 

2. Mental status. 

3. Educational status. 

4. Social status. 

5 . Spiritual status. 



' — S. A. Courtis Plan for an Educational Survey. 



Survey of Needs 237 

Part III 
A Administration. 

a Definition of all departments and offices and functions of each showing 
how provision is made for: 

1 . Administration. 

2 . Instruction. 

3. Student accounting. 

4. Cost accounting, records and statistics. 

5. Operation of school plant. 

6. Maintenance of school plant. 

7. Co-operation with outside agencies. 

8 . Research. 

Part IV 

A building and ground survey to show how adequately buildings are used and 
how well they are adjusted to the educational program. 

The requirements of these schools for additional buildings and grounds. 



238 



State Normal Schools 



Supplement 



At the request of the State Board of Education a second study of plant use and 
teacher load was made at three of the normal schools in November, 1922, to de- 
termine whether the large increases in student membership at these state schools 
would call for an acceleration of the building program as recommended in Part I. 

Michigan State Normal College 

Use of College Plant 

The November membership at Michigan State Normal College was 1966 or 439, 
28.7%, greater than last year. This is the largest membership in the history of 
the college. 

A study of the room use^ by periods shows an increase from 34.2% to 41.9%. 
These data are shown in Table 1 : 

TABLE 1— ROOM USE BY PERIODS (MICHIGAN STATE) 



Building 


Total 
periods 


Periods 
used 


Per cent 
use 1922 


Per cent 
use 1921 


Administration . . 


660 
1,232 
924 
220 
264 


210 
675 
228 
147 
123 


31.8 
54.8 
24.7 
66.8 
46.6 


22 


Main 


43.2 


Science 


23.5 


Pease Auditorium 

Gymnasium 


64.4 
34.9 






Total Normal Plant. . . 


3,300 


1,383 


41.9 


34.2 



The 1921 use of the college plant on the basis of attendance was 18.7%. The 
1922 use was 27.4%, an increase of 8.7%. This comparison is shown in Table 2. 



TABLE 2- 



-BUILDING USE ON THE BASIS OF ATTENDANCE 
(MICHIGAN STATE) 



Building 


Standard 

capacity 

for 1 week 


Attendance 
for 1 week 


Per cent use 

of standard 

capacity 


Per cent 

use Oct. 

1921 


Administration . 


24,552 
58,784 
32,912 
4,268 
19,316 


4,586 
22,311 
3,995 
1,807 
5,690 


18.7 
38.0 
12.1 
42.3 
29.5 


11.1 


Main 


27 1 


Science . . 


10 7 


Pease j\.uditorium 

Gymnasium 


32.2 
13.7 






Total Normal Plant... 


139,832 


38,389 


27.4 


18.7 



-These studies correspond to the 1921 studies in Part II, Chapter VIII 



Survey of Needs 



239 



Table 3 shows the use of the college plant by hourly periods for one week. The 
distribution of classes by periods is more even than last year with a very definite 
increase in the late as well as in the early periods. 



TABLE 3- 



-USE OF BUILDINGS BY PERIODS (MICHIGAN STATE) 

IN NU.MBERS 



Building 


Total 

Stand. 

Cap. for 

one 

week 


Stand. 
Cap. for 
one a. m. 
hr. thru 
6 days 


Stand. 
Cap. for 
one p. m. 
hr. thru 

5 days 


Numbers by Periods 


Total 
a m. 
attend- 
ance 


Total 
p.m. 
attend- 
ance 


Total 
attend- 




8-9 


9-10 


lo- 
ll 


11- 
12 


1-2 


2-3 


3-4 


4-5 


ance 


Admin. 


24,552 
58,784 
32,912 
4,268 
19,316 


3,348 
8,016 
4,488 
582 
2,634 


2,790 
6,680 
3,740 
485 
2,195 


488 
3102 
650 
540 
899 


988 
4360 
702 
124 
706 


895 
3204 
268 
264 
789 


736 
3046 
667 
189 
396 


621 
3186 
619 
238 
639 


747 
3371 
709 
226 
543 


111 

1441 

355 

76 

702 


601 

25 

150 

1016 


3,107 
13,712 
2,287 
1,117 
2,790 


1,479 
8,599 
1,708 
690 
2,900 


4,586 


Main 

Science 

Pease Aud 


22,311 
3,995 
1,807 


Oymnflsiiim 


5,690 






Total Normal Plant. 


139,832 


19,068 


15,890 


5679 


6880 


5420 


5034 


5303 


5596 


2685 


1792 


23,013 


15,376 


38,389 









B- 


-IN PER CENTS 
















Building 


Total 

Stand. 

Cap. for 

one 

week 


Stand. 
Cap. for 
one a. m. 
hr. thru 

6 days 


Stand. 
Cap. for 
one p. m. 
hr. thru 

5 days 


Per cent use by periods 


Per cent 
use 
a. m. 


Per cent 
use 
p. m. 


Total 
percent 




8-9 


9-10 


lo- 
ll 


11- 
12 


1-2 


2-3 


3-4 


4-5 


use 


Admin. 


24,552 
58,784 
32,912 
4,268 
19,316 


3,348 
8,016 
4,488 
582 
2,634 


2,790 
6,680 
3,740 
485 
2,195 


14.6 
38.7 
14.5 
92.8 
34.1 


29.5 
54.4 
15.6 
21.3 
26.8 


26.7 
40.0 
6.0 
45.4 
30.0 


22.0 
38.0 
14.9 
32.5 
15.0 


22.3 
47.7 
16.6 
49.1 
29.1 


26.8 
50.5 
19.0 
46.6 
24.7 


4.0 
21.6 

9.5 
15.7 
32.0 


9.0 

.7 

30,9 

46.3 


23.2 
42.8 
12.7 
48.0 
26.5 


13.3 
32.2 
9.5 
35.6 
33.0 


18 7 




38.0 




12.1 


Pease Aud 


42.3 
29.5 






Total Normal Plant.. 


139,832 


19,068 


15,890 


29.8 


36.1 


28.4 


26.4 


33.4 


35.2 


16.9 


11.3 


30.2 


24.2 


27.4 



Teacher Load 

An analysis of the weekly teacher load expressed in student hours in comparison 
with last year shows that the teaching load has been greatly increased, well above 
the minimum load set up as a reasonable expectancy.^ This comparison appears 
in the following table : 

TABLE 4— STUDENT HOURS PER TEACHER PER WEEK 





1921 


1922 


Reasonable 
expectancy 


25 Percentile 


146 
238 
306 


281 
376 
526 


200 


Median 


340 


75 Percentile . . . 


460 







-Part II, Chapter XI 



240 



State Normal Schools 



Western State Normal School 

Use of College Plant 

Western State membership in November, 1922, was 1,704 or 410, 31.6%, more 
than in 1921. This school presents the most remarkable growth of any of the 
state teacher training institutions. 

The room use has increased to 43.7%. Lack of balance in the present plant 
will prevent much better room use than is shown in Table 5. 



TABLE 5— ROOM USE BY PERIODS BY BUILDINGS (WESTERN STATE) 



Building 


Total 
periods 


Periods 
used 


Per cent 
use 1922 


Per cent 
use 1921 


Administration 


880 

1,056 

352 

44 


409 

482 
100 

27 


46.5 
45.6 

28.4 
61.4 


46 6 


Science 


42 1 


Manual Arts 


22 7 


Gymnasium 


56 8 






Total Normal Plant. . . 


2,332 


1,018 


43.7 


41.1 



The use of standard capacity on the basis of attendance has increased from 34. 1 % 
to 47. 1% or 13%. These data are shown in Table 6. 

TABLE 6— BUILDING USE ON BASIS OF ATTENDANCE 
(WESTERN STATE) 



Building 


Standard 

capacity 

for 1 week 


Attendance 
for 1 week 


Per cent use 

of standard 

capacity 1922 


Per cent 
use 1921 


Administration 


29,612 

32,296 

5,104 

9,856 


15,943 

15,362 

1,918 

2,952 


53.8 
47.6 
37.6 
30.0 


43 


Science 


33 1 


Manual Arts 


21 3 


Gymnasium 


17.3 






Total Normal Plant... 


76,868 


37,850 


47.1 


34.1 



With the exception of four periods the use of the plant by hourly periods is 
more than 50%, set up as a reasonable expectancy. The distribution of use 
throughout the day is also better than in 1921. These data follow in Table 7. 



SuKVEY OF Needs 



241 



TABLE 7— USE OF BUILDINGS BY PERIODS (WESTERN STATE) 











IN 


NUMBERS 
















Building 


Total 

Stand. 

Cap. for 

one 

week 


Stand. 
Cap. for 
one a. m. 
hr. thru 

6 days 


Stand. 
Cap. for 
one p. m. 
hr. thru 

5 days 


Numbers by Periods 


Total 
a. m. 
attend- 
ance 


Total 
p. m. 
attend- 
ance 


Total 
attend- 




8-9 


9-10 


lo- 
ll 


\r 


1-2 


2-3 


3^ 


i-5 


ance 


Admin, 


29,612 

32,296 

5,104 

9,856 


4,038 

4,404 

966 

1,344 


3,365 

3,670 

580 

1,120 


2100 

2633 

260 

645 


2749 
2000 
260 
357 


2507 
2217 

790 


1543 

2226 

492 


1434 
1465 
444 

I 


2359 
2058 
444 
274 


1785 
1893 
255 
394 


1466 
870 
255 


8,899 

9,076 

520 

2,284 


7,044 

6,286 

1,398 

668 


15,943 


Science 


15,362 


Manual Arts 

Gymnasium 


1,918 
2,952 






Total 


76,868 


10,482 


8,735 


5638 


5366 


5514 


4261 


3343 


5135 


4327 


2591 


20,779 


15,396 


36,175 













B- 


-IN PER CENTS 
















Building 


Total 

Stand. 

Cap. for 

one 

week 


Stand. 
Cap. for 
one a. m. 
hr. thru 

6 days 


Stand. 
Cap for 
one p. m. 
hr. thru 

5 days 


Per cent use by periods 


Per cent 
use 
a. m. 


Percent 
use 
p. m. 


Total 
percent 




8-9 


9-10 


lo- 
ll 


11- 
12 


1-2 


2-3 


3-4 


4-5 


use 


Admin. 


29,612 

32,296 

5,104 

9,856 


4,038 

4,404 

966 

1,344 


3,365 

3,670 

580 

1,120 


52.0 
59.8 
26.9 
48.0 


68.1 
45.4 
26.9 
26.6 


62.1 
50.3 

58.8 


38.2 
50.6 

36.6 


42.6 
39.9 
76.6 


70.1 
56.1 
76.6 
24.5 


53.1 
51.6 
44.0 
35.2 


43.6 
23.7 
44.0 


55.1 
51.5 
13.5 
42.5 


52.3 
42.8 
60.3 
14.9 


53 8 




47.6 


Manual Arts 


37.6 
30.0 






Total 


76,868 


10,482 


8,735 


53.8 


51.2 


52.6 


40.7 


38.3 


58.8 


49.5 


29.7 


49.6 


44.1 


47.1 



These figures do not include 916 in Old Mill and 1 , 675 assembly in gymnasiimi Tuesday at 9:00 A. M. 

Teacher Load 

An analysis of the weekly teacher load expressed in student hour.s in comparison 
with last year shows that the teaching load has been increased and is now slightly 
higher than the minimum load set up as a reasonable expectancy.^ This compari- 
son appears in the following table: 

TABLE 8— STUDENT HOURS PER TEACHER PER WEEK 





1921 


1922 


Reasonable 
expectancy 


25 Percentile 


92 
176 
276 


223 
358 
601 


200 


Median 


340 


75 Percentile 


460 







Central Normal School 

Use of College Plant 

Central Normal increased from 634 to 815 students, or 181, 28.5% more than 
in 1921. This includes rural certificate students in both cases. The room use 
by periods increased from 34.8% to 43.3% or 8.5% more than in 1921. These 
data are shown in Table 9. 

> — Part II, Chapter XI 



242 



State Normal Schools 



TABLE &— ROOM USE BY PERIODS (CENTRAL MICHIGAN) 



Building 


Total 
periods 


Periods 
used 


Per cent 
use 1922 


Per cent 
use 1921 


Main 


836 
792 
176 


454 
254 

74 


54.3 
32.1 
42.1 


41.3 


Science 


28.3 


Gymnasium 


30.7 






Total Normal Plant... 


1,804 


782 


43.3 


34.8 



The use of the college plant on the basis of attendance increased from 21.2% 
to 30.4%. Table 10 contains this information. 

TABLE 10— USE OF BUILDINGS ON THE BASIS OF ATTENDANCE 

(CENTRAL MICHIGAN) 



BuUding 


Standard 

capacity 

for 1 week 


Attendance 
for 1 weeki 


Per cent 
use 1922 


Per cent 
use 1921 


Main 


33,088 
26,796 
15,224 


13,076 
6,349 
3,429 


39.5 . 

23.7 

22.5 


27.4 


Science 


17.7 


Gymnasium 


13.8 






Total Normal Plant... 


75,108 


22.854 


30.4 


21.2 



The use of the plant by periods is above 25% in all except two periods. Under 
these conditions there is still plenty of room to care for probable expansion. These 
data appear in Table 11. 

TABLE 11— USE OF BUILDINGS BY PERIODS (CENTRAL MICHIGAN) 

IN NUMBERS 



Building 


Total 

Stand. 

Cap. for 

one 

week 


Stand. 
Cap. for 
one a. m. 
hr. thru 

6 days 


Stand. 
Cap. for 
one p. m. 
hr. thru 

5 days 


Numbers by Periods 


Total 
a. m. 
attend- 
ance 


Total 
p. m. 
attend- 
ance 


Total 
attend- 




8-9 


9-10 


lo- 
ll 


11- 
12 


1-2 


2-3 


3-4 


4-5 


ance 




33,088 
26,796 
15,224 


4,512 
3,654 
2,076 


3,760 
3,045 
1,730 


1475 
980 
505 


2471 
725 
692 


1618 
1271 
712 


1252 
755 
219 


1855 
1073 
246 


1600 
1157 
521 


1837 
298 
277 


968 

90 

257 


6,816 
3,731 
2,128 


6,260 
2,618 
1,301 


13,076 


Science 


6,349 


Gymnasium 


3,429 


Total 


75,108 


10,242 


8,535 


2960 


3888 


3601 


2226 


3174 


3278 


2412 


1315 


12,675 


10,179 


22,854 













B 


-IN PER CENTS 
















Building 


Total 

Stand. 

Cap. for 

one 

week 


Stand. 
Cap. for 
one a. m. 
hr. thru 
6 days 


Stand. 
Cap. for 
one p. m. 
hr. thru 
5 days 


Per cent use by periods 


Per cent 
use 
a. m. 


Per cent 
use 
p. m. 


Total 
per cent 




8-9 


9-10 


lo- 
ll 


11- 
12 


1-2 


2-3 


3-4 


4-5 


use 


Main 


33,088 
26,796 
15,224 


4,512 
3,654 
2,076 


3,760 
3,045 
1,730 


32.7 
26.8 
24.3 


54.8 
19.8 
33.3 


35.9 
34.8 
34.3 


27.8 
20.7 
10.5 


49.3 
35.3 
14.2 


42.6 
38.0 
30.1 


48.9 
9.8 
16.0 


25.7 
3.0 
14,9 


37.8 
25.5 
25.6 


41.6 
21.5 
18.8 


39.5 


Science 


23 7 




22.5 






Total 


75.108 


10,242 


8,535 


28.9 


38.0 


35.2 


9,] 7 


37 ?. 


38.4 


28.3 


15.4 


30.9 


29.8 


30.4 











-These figures do not include assembly of 800 held in Main building Tuesday at 11:00 



Survey op Needs 
Teacher Load 



243 



An analysis of the weekly teacher load expressed in student hours in comparison 
with last year shows that the teaching load has been increased and is now shghtly 
higher than the minimum set up as a reasonable expectancy.^ This comparison 
is made in the following table: 

TABLE 12— STUDENT HOURS PER TEACHER PER WEEK 





1921 


1922 


Reasonable 
expectancy 


25 Percentile 


112 
164 
304 


193 
343 
525 


200 


Median . . . 


340 


75 Percentile 


460 







SUMMARY 

A careful study of college plant use in 1922 leads to the conclusion 
that the growth conforms generally to the estimates made last year 
and that the building program recommended in Part I is ample to 
meet increasing needs if carried out in accordance with the recom- 
mendations. 

Further study of teaching load shows that this is now above the 
reasonable expectancy set up as the minimum standard and that 
provision should be made in the next biennial budgets for reasonable 
extension of the faculties in proportion to the needs arising as results 
of growth. 



-Part II. Chapter XI 



INDEX 



Accommodations by buildings 98 

Accounts of a teachers' college 159 

Administrative costs 98 

Agricultural College (Michigan) graduates 227 

Appendix 165 

Attendance, increase in school — 224 

Attendance, probable school — 124 

Board of Regents. 20 

Boarding expenses of students 222 

Books, expenses of — of students 230 

Budget distribution 95 

Budget for a teachers' college 156 

Building accommodations 183 

Building needs 137 

Building use tables 182 

Campus — 

Michigan State Normal College 55 

Western State Normal School 63 

Central Michigan Normal School 70 

Northern State Normal School 76 

Capacity — 

Michigan State Normal College 57 

Western State Normal School 63 

Central Michigan Normal School 70 

Northern State Normal School 76 

Capacity, standard 54 

Capacity, reasonable 54 

Classes, size of 83 

Clothing expenses of students 221 

College of Mines 20 

Salary distribution 217 

Cost of living increase 101 

Costs 95 

Student hour 98 

Administrative 98 

Instruction 99 

Operating 99 

Course of study, membership by 219 

Central Michigan Normal School — 

Appropriations 226 

Campus 70 

Capacity 70 

Detailed costs 210 

Expenditures by years 204 



246 Index 

Fees 231 

Growth 39 

History 24 

Organization 31 

Placement of graduates 51 

Physical plant 70 

Registration and placement 17G 

Salary changes 104 

Salary distribution 214 

Sources of students 45 

Degrees of faculty members 185 

Demand for teachers 123 

Dormitories 141 

Education of parents of students 114 

Expenditures by years 202 

Expenditures, growth in — 97 

Expenses, living — 117 

Faculties of normal schools — 

Age 89 

Degrees 87, 185 

Family status 91 

Preparation 87 

Resignations 90 

Service, length of — 88 

Service at schools 89, 192 

State teachers' college, qualifications for — 149 

Fees — 

Michigan State Normal College 232 

Western State Normal School 232 

Central Michigan Normal School 231 

Northern State Normal School 233 

Finance of a state teachers' college 160 

Floor space (see capacity). 

Graduates — 

All normal schools combined 228 

By schools and years 186 

Detroit Teachers College 127 

In 37 normal schools 168 

Growth in population 123 

Growth in expenditures 97 

Growth of the state normal schools — 

Regular sessions 35 

Summer sessions 35 

Michigan State Normal College 37 

Western State Normal School 38 

Central Michigan Normal School 39 

Northern State Normal School 40 



IlTDBX 247 

History of the state normal schools — 

Michigan State Normal College 23 

Western State Normal School 25 

Central Michigan Normal School 24 

Northern State Normal School 24 

Home language of students 110 

Increase of cost of living. . .' 101 

Increase in teachers 126 

Instruction cost 99 

Intelligence of students 120 

Land, need for 130 

Living expenses of students'. 117 

Load, teaching — 92 

Maintenance expenditures 97 

Maintenance funds by years 208 

Medical expenses of students .' 222 

Medical service of students 118 

Michigan State Normal College — 

Appropriations 226 

Campus - 55 

Capacity 57 

Detailed costs ' 209 

Expenditures by years 202 

Fees 232 

Growth 37 

History 23 

Organization 26 

Placement of graduates 49 

Physical plant 57 

Registration and placement 170 

Salary changes \ 103 

Sources of students 41 

Salary distribution 212 

Nativity of parents 109 

Nativity of students 108 

Northern State Normal School — 

ApjJropriations 227 

Campus 70 

Capacity 76 

Detailed costs 210 

Expenditures by years 207 

Fees 233 

Growth 40 

History 24 

Organization 33 

Placement of graduates 52 

Physical plant 76 

Registration and placement ,,.... 179 



248 Index 

Salary changes 105 

Salary distribution 215 

Sources of students 47 

Occupations of parents of students 112 

Operating costs 99 

Organization — • 

Higher education in Michigan 22 

State Department of Education 19 

State teachers' college 143 

Michigan State Normal College 26 

Western State Normal School 29 

Central Michigan Normal School 31 

Northern State Normal School 33 

Placement of graduates — 

Michigan State Normal College 49, 170 

Western State Normal School 50, 173 

Central Michigan Normal School . .- 51, 176 

Northern State Normal School 52, 179 

Personnel of faculties 87 

Physical plant — 

Michigan State Normal College 56 

Western State Normal School 63 

Central Michigan Normal School 70 

Northern State Normal School 76 

Plant needs 137 

Plant requirements 131 

Population growth 123 

Population, school — 223 

Property of parents of students 113 

Publicity of schools 122 

Publicity of a state teachers' college 162 

Purpose of survey 236 

Reasonable capacity defined 54 

Reasons for teaching given by students 115 

Records of schools 123 

Records, student — 161 

Recreation expenses of students .'. 222 

Registration in 33 normal schools 166 

Registration — 

Michigan State Normal College 170 

Western State Normal School 173 

Central Michigan Normal School 176 

Northern State Normal School 179 

Religious affiliation of students 220 

Resignations of Detroit teachers , 223 

Room rentals paid by students 221 

Room use (see capacity). 

Rooming expenses of students 280 



Index 249 

Salary changes 102 

Salary conditions 101 

Salary distributions 211 

Salary schedule for a teachers' college 151 

Seating capacity (see capacity) 

Self-supporting students 115 

Sexes of teachers 225 

School attendance, probable — 124 

School population, probable — 124 

Size of classes 83, 188, 223 

Social conditions 108 

Sources of students — 

Michigan State Normal Ck)llege 41 

Western State Normal School 43 

Central Michigan Normal School 45 

Northern State Normal School 47 

Standard capacity defined 54 

State Administrative Board 20 

State Board of Agriculture 20 

State Board of Education 20 

Student accounting and records 161 

Student hour costs 98 

Student hours per teacher 94 

Summary of growth, sources of students, and placement of graduates 53 

Summary of social conditions 118 

Summer school growth 35 

Superintendent of Public Instruction 19 

Survey procedure 54 

Supplement 238 

Teachers' college — • 

Accounts 159 

Budget 152 

Finance 160 

Organization of a 143 

Qualifications for faculty 149 

Salary schedule 151 

Teachers, demand by years 127 

Graduated by years. 129 

Increase 126 

Production of 128 

Teaching load 92 

Terminology in records and accounting 161 

Traveling expenses of students 222 

Usable capacity defined 54 

Use of buildings compared 82 

Michigan State Normal College 59 

Western State Normal School 65 

Central Michigan Normal School 71 

Northern State Normal School 77 



250 Index 

Use of buildings tables 182 

University of Michigan salary distributions 216 

Graduates 228 

Western State Normal School- 
Appropriations 226 

Campus 63 

Capacity 64 

Detailed costs 210 

Expenditures by years 206 

Fees 232 

Growth 38 

History 25 

Physical plant 63 

Placement of graduates 50 

Organization 29 

Registration and placement 173 

Salary changes 103 

Salary distribution 213 

Sources of students 43 



r 

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